Beliefs about plurilingualism: a view of foreign Language Professors

Abstract

This research aims to know the beliefs about plurilingualism from professors of the Foreign
Languages Undergraduate Program at the Universidad Nacional Autónoma de Honduras. This study is quantitative, with a non-experimental design and cross-sectional. The questionnaire "Beliefs of teachers in training on multilingualism" (CREEPROF) was applied for data collection to 37 professors. The data analysis was conducted on IBM SPSS Statistics versión 26 software. As a result, it is revealed that foreign language professors show a predominantly favorable attitude towards plurilingualism, valuing linguistic diversity and rejecting monolingual positions. However, significant contradictions are identified between this theoretical support and its practical application, particularly in methodological strategies such as translanguaging and multicultural classroom management. Participants recognize training shortcomings in implementing multilingual approaches and point to structural limitations (curricular time, resources) that hinder their effective development.
Despite the consensus on its importance, partial resistance and discrepancies persist in its
operationalization, highlighting the need for specialized teacher training and institutional policies to close the gap between principles and practice. The study shows the complexity of translating beliefs in favor of plurilingualism into concrete pedagogical actions.