Protocol: Plurilingual educational practices: favoring factors, limiting constraints and outcomes in their implementation
Creators: name: Pirchio, Sabine
name: Costa, Sara
name: Giovannoli, Jasmine
name: Tonno, Giulia
Publisher: name: Open Science Framework
Year: 2022
Subjects: subject: Communication
subject: Education
subject: Social and Behavioral Sciences
subject: Psychology
subject: FOS: Psychology
subject: Language and Literacy Education
subject: language ideologies
subject: plurilingual education
subject: plurilingual education advantages
subject: plurilingual education constraints
subject: plurilingual practices
subject: teacher attitudes
subject: teacher beliefs

description: Anticipated or actual start date: 1st October 2022 Anticipated completion date: 1st November 2023 Named contact: Sabine Pirchio sabine.pirchio@uniroma1.it Dipartimento di Psicologia Dinamica, Clinica e Salute Via degli Apuli, 1 00185 Roma Review question: Which are the plurilingual practices used in the classroom? What factors or constraints, both educational and psychological, are involved in implementing plurilingual practices? What effects does the use of plurilingual practices have on students and teachers? Searches: An electronic search will be conducted using the Psychinfo and ERIC databases. Restrictions were made limiting the research to peer-review journals and journal articles in English. The search strategy used Boolean combinations of the following keywords: (multilingual* or bilingual* or plurilingual*) AND (teach*) AND (practice* or strateg* or approach or method*); (multilingual* or bilingual* or plurilingual*) AND (practice* or strateg* or approach or method*) AND (outcome* or effect* or impact* or consequence*). Participants/population: Inclusion criteria: Nonclinical population School level (preschool, primary school, secondary school) Exclusion criteria: Not disease Not disorder Not tertiary education (university and post-graduate students) Main outcome(s): Outline what plurilingual practices are used in the classroom and what changes occur based on the school level. The focus is on which psychological, social, and educational factors intervene in the possibility of their implementation and the effects of their use on students and teachers. Data extraction (selection and coding): The selection of studies will be a three-stage process. Multiple authors will work on each step. The first stage will be evaluating the titles of the articles by two reviewers. The article would be included in the next stage if the title identified plurilingual practices, with factors involved in their implementation or the effects of using them in the classroom. In the second stage, the abstracts will be reviewed by four authors. Selection disagreements will be resolved through discussion. In the last stage, full-text articles will be retrieved and read independently by two authors, who will provide the data extraction. The table will contain the following information: authors and year of publication, country of the study, participants characteristics (type of group, number of participants, mean age, gender, school level), method used in the study (qualitative, quantitative, mixed methods), instruments used in the study (observational, tasks, interviews, questionnaire), description of practices, languages, results. Risk of bias (quality) assessment: The assessment will be done using the Standard Quality Assessment Criteria checklist (Kmet et al., 2004). Discrepancies will be solved through discussion among all authors. Strategy for data synthesis: A narrative (descriptive) synthesis is planned. A quantitative synthesis will be used if the included studies are sufficiently homogenous. Analysis of subgroups or subsets: Since educational practices and outcomes are tied to student age, we will conduct a separate analysis based on school level. Type and method of review: Type of review: Systematic review. Area of the review: Education, Communication, Language. Language: English. Country: Italy. Dissemination plans: We intend to publish the review on completion. Keywords: Plurilingual education; plurilingual practices; teacher beliefs; teacher attitudes; language ideologies; plurilingual education constraints; plurilingual education advantages.