This study investigated the extent to which 517 teachers of English, French, German, and Spanish in Norwegian and Russian schools reported drawing on their and their students' multilingualism as a resource and boosting their students' awareness of multilingualism through the implementation of multilingual teaching practices. The findings revealed statistically significant differences in the participants’ reported implementation of multilingual teaching practices based on whether they taught English, French, German, or Spanish. Statistically significant differences were also found based on how many languages the participants taught. Country-specific differences were mostly absent.

本研究调查了挪威和俄罗斯学校的 517 名英语、法语、德语和西班牙语教师报告利用他们和学生的多语言作为一种资源，并通过实施多语言教学实践来提高学生的多语言意识的程度. 调查结果显示，根据参与者是教授英语、法语、德语还是西班牙语，他们报告的多语言教学实践的实施情况存在统计学显着差异。根据参与者教授的语言数量，还发现了统计学上的显着差异。国别差异大多不存在。