Global citizenship, plurilingualism, and teacher education: the need for conceptual differentiation

The study investigates to what extent discourses promoting global citizenship education (GCE) and plurilingual education (PE) are embraced by teachers in practice. Through questionnaires and interviews, it explores how 123 international teachers of various disciplines and 12 teacher educators conceptualise and promote GCE and PE. Results show that participants employ a variety of educational practices, but tend to conceptualise GCE and PE through more familiar notions (e.g., intercultural education) and/or to rely on vague definitions. This highlights the importance of conceptual clarity and differentiation and, thus, the role of scholars in and their responsibility towards teacher education and educational change.