Educators’ attitudes, expectations and ideas about bilingualism play a central role regarding the stance their students will adopt towards home or first language (L1), and eventually in terms of the type of bilingualism their students will develop. On the other hand, the mapping of teachers’ potential prejudices and misconceptions about bilingualism could contribute to the design of more efficient intercultural education programs, by pinpointing those areas needing particular attention for conceptual change. The relevant literature indicates several myths circulating about bilingualism. However, there are quite a few empirical studies exploring whether and to what extent teachers in general, as well in different socio-cultural settings, hold some or most of these misconceptions.
In the present study we draw upon the teaching experience gained from two intercultural education training programs for pre- and in-service teachers organized by the University of Thessaly (Volos, Greece). It is noteworthy that although teachers form a widely heterogeneous group (i.e. geographical background, years of teaching experience, working either in primary or in secondary schools, subjects taught), most of them seem to share the same misconceptions about bilingualism. This signals Greek society’s immaturity in issues of bilingualism.