‘Having a decent understanding of more than one language’: exploring multilingualism with secondary school students in England

This study examined the linguistic lives, as well beliefs about multilingualism, of 422 secondary school students (ages 11–16) in Lincolnshire, England. The data were collected using questionnaires, replicating Haukås et al.’s (Haukås, Å, A. Storto, and I. Tiurikova. 2021. “Developing Validating a Questionnaire on Young Learners’ Multilingualism Multilingual Identity.” Language Learning Journal 49 (4): 404–419; Haukås, 2022. “School Students’ Beliefs About Benefits Multilingualism.” Multicultural Development, doi:10.1080/01434632.2022.2075001.) work. Whilst sample was predominantly monolingual by typical, often binary, categorisations language use (e.g. first language), we also found many other instances that contributed to their identity. held divergent views al.'s study, yet these less positive than original study. Predominantly, did not identify multilingual despite studying at school, felt this implied proficiency beyond own. Statistical analysis group differences where they had exposure languages personal lives friends family) more likely feel positively benefits multilingualism its role future lives. demonstrates even seemingly ‘monolingual’ are exposed number in, sometimes small, varied, ways propose schools hold great, untapped, potential sites language(s) development identities.