Influence of Language Learning and Multilingual Practices on Positive Identification with the European Union at the High School Stage of Secondary Education in Bulgaria

Philosophy, Communication and Society

DOI 10.55206/SQXJ3692

Stoyanka Delibeeva

Sofia University “St. Kliment Ohridski”


Abstract: The article analyzes the concept of European identity and presents a methodology for researching this complex social and cultural phenomenon through the prism of the educational language policy (policy of multilingualism) at the national and institutional level at the high school stage of secondary education in Bulgaria. Considering that the subjective attitudes and individuals’ attitudes in the process of identification with the European Union are studied, the Q-methodology is found to be extremely useful. This methodology is not new and has already been applied in many fields, but in the field of language learning and teaching it is about to gain momentum. In this sense, this research is innovative, especially as far as secondary education and in particular language education in the country is concerned.

Keywords: European identity, identification with the EU, language learning, language policy, multilingualism, Q-methodology.

Rhetoric and Communications Journal, issue 58, January 2024

Read the Original in Bulgarian