Although previous research has explored motivation and learning strategies in second language acquisition, few studies have specifically examined how multilingual, as opposed to merely bilingual, backgrounds influence the process of learning German as an additional language. Moreover, the role of career-oriented motivation in sustaining student engagement remains underexplored, particularly in contexts where German is learned for professional advancement rather than migration or academic mobility. To address these gaps, this study investigates the dynamic interplay between multilingualism, motivation, and learning strategies among university students in Indonesia enrolled in a German language program. Adopting a convergent mixedmethods design, the research collected quantitative and qualitative data from 182 respondents through an online questionnaire combining Likert-scale items and openended responses across three semester cohorts. Quantitative analyses using Kruskal– Wallis, Spearman, and Pearson tests revealed that multilingual backgrounds did not directly enhance German proficiency; however, digital multilingual practices were significantly associated with greater autonomous engagement in German learning. Thematic analysis of qualitative data further identified flexible learning strategies that integrated audio-visual media, social interaction, cross-linguistic reflection, and the emerging use of AI-based tools such as chatbots for independent speaking practice. Career awareness emerged as a significant motivational factor shaping students’ engagement, indicating that career-oriented goals are pivotal in sustaining their commitment to developing German language competence. These findings highlight the importance of leveraging multilingual and digital literacies to design more purposeful, career-relevant approaches to learning German as a foreign language.
In the field of foreign language education, Content and Language Integrated Learning (CLIL) has emerged as a highly promising and innovative method, gaining broad support from educational authorities throughout the European Union. As a result, the current study focused on examining the perceptions of CLIL implementation among primary and secondary school teachers in Poland. Data were collected through an adhoc questionnaire, gathering responses from 135 in-service teachers working in English bilingual schools across Poland. The findings highlight concerns about inadequate teacher training programmes, ineffective textbook design, and crucial issues such as students’ diverse English proficiency levels and larger class sizes, which may potentially hinder the development of the CLIL programme. The study further highlights that promoting a collaborative culture among educators is essential, not only to ease workload but also to create a supportive atmosphere for resource development. Moreover, recognising the pivotal role of experienced teachers with advanced English proficiency underscores the need for strategic investments in professional development. These findings emphasise the importance of making careful and knowledgeable educational choices to ensure the effectiveness of the CLIL programme.
Following the Treaty of Trianon, the Hungarian language developed a number of regional varieties, which differ primarily in their lexicon. To help harmonise these varieties, an educational terminology database is currently being developed with the support of the Hungarian Academy of Sciences (MTA). In the first year of the project, 849 terms from Hungary’s Act CXC of 2011 on National Public Education were translated into English as well as into the official languages of Hungary’s seven neighbouring countries (Austria, Croatia, Romania, Serbia, Slovakia, Slovenia, and Ukraine). Additionally, country-specific educational terms were translated into Hungarian, and regional dialect expressions (loanwords) related to education were collected. Based on this developing database, the present study explores the main conceptual differences between the Hungarian and Ukrainian public education systems. These differences appear in areas such as institution names, grading systems, and school subject names. The collection of region-specific educational terms links terminological work with sociolinguistic research and has contributed to the development of the Termini Online Hungarian Dictionary and Database, the largest online corpus of loanwords from cross-border Hungarian minority language varieties. The degree of equivalence between the source- and target-language terms ranged from complete to partial or functional equivalence. In cases where no direct equivalents existed, term candidates and paraphrases were developed. The database addresses terminological challenges in the field of Hungarian minority education in the Carpathian Basin, while also serving as a valuable tool for translators, teachers, parents, and students planning to pursue studies abroad. Among the important outcomes of the research are the identification of 126 functionally equivalent terms between the educational systems of Hungary and Ukraine, the creation of 142 new terms in cases where no equivalents were found in the target language, and the systematic collection of 100 country-specific (Ukrainian) and 70 region-specific educational terms (loanwords). These results highlight both the diversity of educational terminology and the necessity of addressing gaps through targeted terminological work.
This article presents a comprehensive review of the scientific literature on native and non-native teachers of Spanish as a foreign language (SFL). While research on English language teaching professionals has undergone significant development in recent decades, the SFL field still lacks a comprehensive review. The primary aim of this study is to provide a quantitative and qualitative analysis of 53 open-access publications produced between 2000 and 2024, with the objective of highlighting thematic and methodological trends, as well as geographical and chronological aspects. The findings of this research indicate a limited body of scientific production on the subject, a clear predominance of field studies focusing on learners’ perceptions, and the persistence of stereotypes that negatively impact teaching equity in the field of Spanish as a foreign language. On the other hand, the analysis reveals a wide geographical distribution encompassing more than twenty countries, with the United States, Spain, and Japan standing out, confirming the topic’s international scope. Furthermore, Spanish remains the primary language of publication in this field, with one-fourth of the studies written in English, mainly in the U.S. context. Overall, this review underscores the urgent need to broaden and consolidate research on native and non-native Spanish language teachers, promoting more diverse and critical approaches that expand and develop current trends existing in the field. Strengthening this line of research is essential to advance toward a more equitable and pluralistic approach to language teaching.
Since the 1990s, the promotion of multilingualism and plurilingualism on both the societal and the individual level is one of the most important objectives of European language policies. Nevertheless, despite broad political support, the implementation of guiding policies remains difficult and inconsistent across European countries. Recent studies, e.g., from the Special Eurobarometer: Europeans and their languages (European Commission, 2024), reveal that fewer than one-third of Europeans can communicate in at least two additional languages, even though attitudes towards languages and multilingualism are generally positive. This indicates a discrepancy between theory and practice, meaning that language policy is not yet sufficiently implemented in Europe. With this in mind, the contribution examines the role of Applied Linguistics in fostering the implementation of language policies in society, with a special emphasis on the importance of knowledge transfer beyond academia. Using the example of the project Französisch und mehr – Sprachenlernen im Saarland (French and more –language learning in Saarland), we present a qualitative case study that investigates in how far research-driven initiatives can promote plurilingualism and contribute to changing people’s attitudes towards language learning. The case study relies on project documentation, participation in public engagement activities, qualitative feedback from stakeholders and participants as well as a quantitative needs analysis in the health care sector combined with the development and evaluation of a job-specific language course. Our results demonstrate how Applied Linguistics and knowledge transfer can raise awareness of the societal value of multilingualism, especially in contexts marked by linguistic diversity and cross-border interaction.
