Multilingual learning and teaching have been receiving growing attention of late as many cities and states undergo significant demographic changes brought about by increasing levels of human migration. The onset of super‐diversity means that teachers often encounter students with very different language and cultural backgrounds in the classroom. This has created a new set of challenges and opportunities, especially concerning the teaching and learning of languages. As a result, research on language teaching and learning in super‐diverse contexts has acquired greater importance, yet the teaching of languages other than English (LOTE), specifically LOTE teacher beliefs and practices, has received comparatively little attention to date. To shed more light on teacher beliefs and practices as these concern the teaching of LOTEs to multilingual students, this study explored the extent to which 100 Arabic language teachers, working in UK‐curriculum secondary schools in the United Arab Emirates, used their students’ multilingualism as a resource during lessons and developed their self‐regulation and language awareness through specific activities. The findings regarding the participants’ efforts to develop their students’ self‐regulation and language awareness revealed an unexpected, negative correlation between their degree of multilingualism and their reported practices.

中文翻译：

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阿联酋多语种，双语和单语阿拉伯语教师对学习者自我调节和语言意识的发展

最近，由于许多城市和州经历着人口迁移带来的人口统计学显着变化，因此多语言的学习和教学受到越来越多的关注。超级多样性的出现意味着老师经常在教室里遇到语言和文化背景差异很大的学生。这带来了一系列新的挑战和机遇，特别是在语言教学方面。结果，在超多样化环境中进行语言教学的研究变得越来越重要，但是迄今为止，除英语（LOTE）以外的语言教学，尤其是LOTE老师的信仰和实践，受到的关注相对较少。为了更多地了解教师的信念和实践，因为这些信念和实践与多语言学生对LOTE的教学有关，这项研究探讨了在阿拉伯联合酋长国的英国课程中学工作的100名阿拉伯语教师在上课时利用学生的多语制作为资源的程度，并通过特定活动发展了他们的自我调节和语言意识。有关参与者努力发展学生的自我调节和语言意识的研究结果表明，他们的多种语言程度和所报告的做法之间存在出乎意料的负相关性。