Bilingualism and multilingualism are the speaker’s ability to speak two or more languages. This capability is achieved by the individual speakers, where besides the mother tongue (L1) learners different languages on a parallel basis or gradually, indifferent times and places, creating different language competence, which memorializes in his cognitive and uses the self-actualization in the process of instruction in the language required in compliance with contextual communication situation. Linguistic diversity reflected in multicultural social community enables all individuals to develop bilingualism and multilingualism skills ranging from family environment with mixed marriages and social environment with formal education systems, formal and informal education for the achievement of personal and collective in ward-processing versatile in every aspect of life. Achievements of the Individual in ward-processing to multilingual speakers reflected on the enrichment cognitive with different competitive languages, in developing affective achieving empathic on respecting the principle of multicultural democratic society toward psychomotor skills development of oral and written expression in every language, communication towards the provision and acceptance of different messaging and social terms with the facilitation of providing vital existential unemployment challenge in the XXI century. This project aims to clarify scientific theoretical concepts about bilingualism and multilingualism and with empirical research to illuminate the current state of bilingualism and multilingualism which is used by the speakers to provide vital existentiality in everyday life in the city of Gostivar, Republic of Macedonia. In this research shall use combined questionnaires prepared in advance according to Likert scale and with alternative questions for three groups of bilingual speakers. The survey will held with employed citizens of three ethnic groups in Gostivar with Albanians, Macedonians and Turks.

Macedonia is a multi-ethnic and multilingual country determined to be a member of the European family. Internationalization has played a key role in this process, becoming one of the main drivers of the linguistic diversity exerted by the use of English. This study presents some key concepts of theories on multilingualism and goes on to examine the opinions of teaching staff involved in multilingual educational environment, from pedagogical and personal viewpoints. Data was gathered using interviews and group discussion. The study was conducted at a multilingual university where Albanian, Macedonian and English languages coexist, thus, offering a complex and multifaceted area of research. The advantages and implications of multilingualism are discussed at the end of this paper.

As a participant in the project in which there are seven partner universities from England, Poland, Slovenia and Macedonia and which is supported by the European Union, with this study I will try to gain an insight into the way of accepting new principles, culture and living environment by the foreign students who attend the Course for learning Macedonian as a foreign language, most of which are Turkish students who study at Goce Delcev University in Stip, Macedonia.

Contemporary tendencies in the policy of foreign language learning in Europe and the world provide multilingualism in educational systems as one of the elementary principles that as a result have social order, unity, equality, tolerance and an eradication of any and all language, cultural or social segregation. Multilingualism in educational systems includes all forms of foreign language inclusion into educational systems on different levels of education, but also the application of this principle in the education of minority communities. The advantages of bilingual education are reflected in the expansion of language competence of students in the mother tongue and the foreign/minority/national language, enhancement of the ability to select, analyze and solve problems, development of creativity and sense for communication, spreading knowledge equally in all languages in teaching. Bilingual education develops greater self respect, contribute to build a self confident personality with a commanding knowledge of the language of his surroundings and foreign languages. The process of bilingual education contributes to flexibility and adaptability, certitude in social interactions, development of the ability for interpersonal contact, establishment of strong connections with the language social and teaching environment in a broader sense, and the creation of a multicultural stance and possession of capacities to live in two different language worlds. Bilingual education unequivocally facilitates information flow and exchange in the broadest sense, from family, community, workplace, to international contacts in the European and global context, the transfer of academic knowledge, the spirit of international cooperation, permeation of the educational systems of Serbia and European countries, and the education of a ready, open-minded citizen with an expressed tolerance and a need for social harmony. Ministry of Education, Science and Technological advancement has recognized the devotion of bilingual education and it has been supporting the establishment and spreading of this form of education in Serbia since 1996. In this work, legal possibilities that define multilingual education in Serbia are highlighted, the current state and models in use are critically analyzed, and possible solutions for the application of new forms of teaching are provided.

“Like all educational practice, bilingual education is inextricably bound up with the socio-political context in which it arises and the purposes it serves” (Lo Bianco 2007: 47). Ruiz (1984) proposes three basic perspectives towards language and its role in society as well as how it influences language planning in different situations: language as a problem, language as a right and language as a resource (Ruiz 1984: 15). • Language as a problem: For some people, bilingualism and especially bilingual education may have negative effects within the community causing disunity, ethnic problems and political turmoil. • Language as a right: Some other people feel that prejudices and discrimination need to be erased. These prejudices would include the linguistic ones. According to this orientation all people must have the right to learn and use their native language. • Language as a resource: For a third group, bilingualism and bilingual education can be an asset for promoting national unity, since different linguistic groups within the country will be able to communicate with each other. Furthermore, bilingual education can empower people and communities to develop international relations. As Baker (2011: 374) points out bilingual education can be perceived as “both part of the solution and part of the problem of achieving national unity, diversity or unity in diversity.” Following the premises above, this presentation will prove that there is a political ideology behind different models of bilingual education using real cases in three different countries: • Hungarian bilingual education in Slovakia: language as a problem • Occitan bilingual education in the Aran Valley: language as a right • Russian bilingual education in Kazakhstan: language as a resource

A critical and complete estimation and evaluation of educational work is a complex and accountable process, but mostly it is the inevitable task of all participants in this process. The aim of this paper is to point out the significance of extensive social impact on foreign language selection and acquisition by using the method of theoretical analysis. In this paper we will present the importance of learning foreign languages (FL), their presence in the educational system of Republic Serbia, the position of the state language policy, as well as the current situation and the basic attitude of the society in the selection and study of FLs. The results of this analysis should contribute to a better insight into the nature of the factors that influence the acquisition and teaching of foreign languages.

Macedonia has implemented bilingualism in schools for more than a decade. However, this bilingualism has been realized in a step-by-step program in the Macedonian schools by introducing minorities to bilingual programs first starting from primary, then secondary and lately tertiary education in mother language of minorities. This approach was originally thought to help minority students learn the majority language and in that way find their way in the market economy. In practice, bilingual programs in Macedonian schools as well as teacher training programs in the state universities have limited view of what it means to have bilingual education, professional bilingual teachers, and how these teachers should teach bilingual students. This paper explores how political, social, and economic developments in one country influences by further developing or limiting bilingual education in all levels in Macedonia and how bilingualism in schools can be misused for the government to keep the minorities oppressed. This paper will overview the major political and educational events that took place in Macedonia that concern and seriously affected further development of bilingual education in the country.

Like in many other countries English is the main foreign language learned in Macedonia. The situation differs from other contexts, however, in that Albanian learners of English in Macedonia are normally bilingual to start with. The goal of this study is to investigate language use among bilingual Albanian learners of English in order to understand (1) the role of English in their lives, (2) how they learn English (3) their language behavior when acquiring a third language. The study draws on socio- and psycholinguistic theory. Like other studies on third language acquisition, the investigation focuses on transfer phenomena at the lexical level, i.e. on first and second language influence on L3 English production. The data were collected in classroom environments in the form of: written texts from students, language background questionnaires, proficiency tests, classroom recordings, interviews with English teachers. Based on the students' language proficiency and background, two ...

The multicultural aspect is closely connected with sociolinguistic and psycholinguistic educational environment. The environment for children development is also an educational problem which affects all the involved participants.