Due to social circumstances and political development, society is increasingly more diverse and
multilingualism is becoming a reality. This development has an impact on educational context:
schools are becoming spaces, where students with various linguistic repertoires meet. The
main aim of this project is to explore how the multilingual social spaces in schools are
perceived, produced, realized and lived. For operationalization of multilingual realities we use
Lefebvre’s concept of space, conceptions of language regime and language users (language
identity). This project is based on multimodal methodological approach including linguistic
landscaping, language identity research using language portraits and language situation, focus
groups and interviews (with school headmasters, students, teachers and parents). For data
analysis, qualitative methods (critical discourse analysis, qualitative content analysis, qualitative
document analysis) will be used. The findings will contribute to our better understanding of
multilingual reality and will be presented in research papers.

Publications