Exploring the relationship between Pre-service Teachers’ Language biographical experiences and their prospective teaching in linguistically diverse classrooms

• This study first connects teacher noticing with the lived experience of language. • Linguistic adaptation is linked to negative views on multilingual practices. • Pre-service teachers’ negative views on multilingualism contradict prior research. • Language biographies shape evaluations of language use and thus (prospective) teaching. Over the past decades, linguistic diversity in classrooms has increased across Austria and other EU and OECD countries. In Austria, migration-related multilingual pupils now comprise over a quarter of the student population, facing higher rates of grade repetition and early school leaving than their monolingual peers. While policies promote recruiting multilingual teachers to enhance educational equity, evidence of their impact is mixed. To explain these mixed results, this study explores how pre-service teachers’ language-related biographical experiences may shape their prospective teaching in linguistically diverse classrooms. Using teacher noticing as a probabilistic predictor of prospective teaching practice, data from 20 pre-service teachers at the University of Vienna were analyzed via questionnaires and stimulated recall interviews. Qualitative content and linguistic text analysis revealed three categories of language-related experiences: Flexible language use, Linguistic adaptation, and Linguistic insecurity. Experiences of linguistic adaptation were significantly associated with negative evaluations of multilingual practices, and were found among both migration-related multilingual and monolingual pre-service teachers. This suggests that it is not teachers’ multilingualism alone but their experiences with language and the meanings they attach to them that matter. The findings highlight the need for teacher education programs that encourage reflection on language-related experiences.