Promoting pre-service teachers’ critical cultural and multilingual awareness and responsiveness, and beliefs about multilingualism through practice-oriented, (self‑)reflexive intervention

Educational inequalities affecting culturally and linguistically diverse students highlight the importance of teachers’ positive beliefs about multilingualism, critical cultural and multilingual awareness, and responsiveness. This quasi-experimental pre-post study investigates how pre-service teachers’ beliefs about multilingualism, awareness, and responsiveness can be promoted through a practice-oriented, (self-)reflexive opportunity to learn about culturally and linguistically responsive teach