Exploring Croatian Adolescents’ Multilingual Identity A Mixed Methods Study

Multilingual identity can be understood as the learner’s explicit self-identification as a multilingual, stemming from an awareness of their linguistic repertoire. This identity evolves over time, forming a bridge between the learner’s past and present experiences, while also serving as a foundation for future multilingual identities. This paper presents the findings of a mixed methods study investigating the multilingual identity of Croatian high school students learning foreign languages, conceptualized as an emergent property shaped by their self-identification as multilinguals. The results indicate a generally positive outlook on multilingual identity among learners, though qualitative differences are also observed.