Plurilingual Competence and Teacher Performance in Scientific Publications

Abstract

Multilingual education is becoming increasingly prevalent in our education system. This study aims to analyse the scientific literature on plurilingual competence and its relationship with teaching performance, published in the Web of Science and Scopus databases, from 2010 to 2023. To this end, 56 publications were analysed, showing a growing scientific interest in the subject but insufficient number. The most important countries of origin for these studies are Spain, China, Germany, and Poland. The main areas of research are Education and Linguistics. The works of Piccardo (2013), Portolés and Marti (2020), and Phillipson (2016) are the most cited. The focus of the studies is on the plurilingual competence of students rather than teachers. Among the topics addressed are the development of this competence in foreign language teaching, its assessment and results, the beliefs of teachers in this respect and the need for training future teachers to undertake plurilingual education.