LANGUAGE ATTITUDES OF STUDENTS IN MULTILINGUAL CLASSROOMS

Abstract

This article explores the language attitudes of students in multilingual classrooms and examines their influence on academic achievement, classroom interaction, and social integration. In contemporary educational contexts characterized by linguistic diversity, students’ perceptions and emotional responses toward different languages significantly shape learning outcomes. The study adopts a theoretical and analytical approach, drawing on sociolinguistic and educational frameworks to analyze key factors influencing language attitudes, including sociocultural background, language status, teacher practices, and institutional language policies. The findings suggest that positive language attitudes contribute to higher academic engagement and social cohesion, while negative attitudes may result in marginalization and reduced educational performance. The article emphasizes the importance of inclusive language policies and pedagogical strategies to foster respect for linguistic diversity in multilingual educational settings.