Teachers’ reported implementation of multilingual teaching practices in foreign language classrooms in Norway and Russia

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. [Display omitted] •Multilingual teaching practices were implemented more frequently in Spanish and German than in English or French.•Participants teaching English implemented multilingual teaching practices the least frequently.•Multilingual teaching practices correlated positively with the ability to teach language aspects and skills.•The teaching of more than one language led to more frequent implementation of multilingual teaching practices.•Differences in multilingual teaching practices between the participants based on context were largely absent.