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Languages and (Un)belonging in Multilingual Settings: Findings from Croatia

Some member states of the European Union promote multilingualism on all levels (Granić 2017) and multilingual competence is called upon to assure greater language rights. The official use of languages and scripts of indigenous ethnic/national or other (allochthonous) minorities may or may not indicate their equality of status (Granić 2015). The European model of multilinguality has become Croatian model of multilinguality as well. The concept of tolerance as "harmony in difference" and intercultural competence stress the importance of respect for and acceptance of the Others and their cultures and languages. Multilingualism and diverse forms of (im)mobility have become "open" questions, since language-based identities have become prominent in the public sphere as well as complex relationships between language and belonging in relation to space, identity and power (Horner & Dailey O'Cain 2019). All minorities (the all 22 recognized ones) in Croatia have their legally recognized rights in keeping with EU standards and developing a cultural, national, and linguistic identity. The paper discusses ongoing efforts to promote the use of minority language as the language of instruction in school, providing more inclusive education for pupils from different languages and cultures. The paper also deals with today's migrant crisis, migratory languages and migrant education within and beyond the Croatian borders.

multilingualism, Croatian multilingual settings, migration education, (un)belonging

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