School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.

欧盟的学校教室是多语言学习环境。教室中学生的多样性对教师提出了严峻挑战，但迄今为止，尚无大型调查的数据可比较欧洲国家内部或欧洲国家之间的观点。设计了一个定制的问卷，以检查当前关于多种语言的课堂学习环境的观点。该问卷经过试点，随后由来自欧洲不同国家的2792名教师完成。有11个国家提供了足够的数据进行分析。结构方程模型的结果表明，通过精心设计的问卷调查表，可以在欧洲范围内可靠地衡量教师的态度，问卷调查表的负荷和因素结构在各个国家之间都是不变的。老师对多语制的看法最大的挑战是班上的孩子人数，而不是班上多语种学生的百分比。各国对多语制的看法有所不同，不同之处导致了独特的国家集群。无论国家如何，都观察到性别和教育水平（小学与中学）的差异。这些发现加深了我们对不同欧洲环境中教师及其教室的特色在多语言环境中扮演的角色的理解。讨论了结果的实际意义和教师培训的新机会。它们之间的差异导致了独特的国家集群。无论国家如何，都观察到性别和教育水平（小学与中学）的差异。这些发现加深了我们对不同欧洲环境中教师及其教室的特色在多语言环境中扮演的角色的理解。讨论了结果的实际意义和教师培训的新机会。它们之间的差异导致了独特的国家集群。无论国家如何，都观察到性别和教育水平（小学与中学）的差异。这些发现加深了我们对不同欧洲环境中教师及其教室的特色在多语言环境中扮演的角色的理解。讨论了结果的实际意义和教师培训的新机会。