We are excited to share the publication of a new book chapter, Plurilingualism and Teacher Burnout, by Dr Edmund Sosu, Yvette Lucas, and Professor Patrick Danaher from the School of Education.
This chapter explores the professional placement experiences of international students in Excelsia University College’s Master of Teaching program, focusing on how their multilingual backgrounds are supported and utilised in Sydney’s culturally diverse schools.
Set within the broader context of teacher well-being, the chapter investigates how bilingual and multilingual pre-service teachers draw on their language skills during school placements and how this can both enhance or, if unsupported, challenge their pedagogical effectiveness. These international students bring with them highly diverse personal and professional experiences, which, depending on the practicum context, can either be leveraged as a strength or remain underutilised. Framed by three key research questions, the chapter examines how placement experiences are designed to support multilingualism, identifies the factors that enable or hinder these teachers in using their language skills during practicum, and proposes strategies that teacher education providers can incorporate to build resilience and reduce the risk of burnout.
The case study draws on critical reflections from the course coordinator, supported by insights from colleagues teaching in other programs with large numbers of international students. These reflections are analysed thematically and informed by a conceptual framework that explores the relationship between multilingualism and occupational burnout.
As these pre-service teachers navigate the challenges and opportunities of multilingual classrooms, the chapter shows how Excelsia and its partner schools can help them transform their language abilities into teaching strengths. It also demonstrates how thoughtful placement design can support professional identity, build confidence, and promote well-being, reducing the likelihood of burnout over time.
By linking multilingualism to teacher well-being, the chapter contributes valuable insights into how institutions can better support international teachers, turning diversity into a long-term asset in education.
For more details, please visit: https://link.springer.com/book/10.1007/978-3-031-85024-0
