Abstract:

This study aims to determine the current state of bilingualism/multilingualism institutions around the world in terms of quality and quantity. In the study, which was structured on the basis of the concept of bilingual/multilingual education research and practices, document analysis from qualitative research data collection tools and content analysis from data analysis types were used. Within the scope of the study, 593 institutions from 100 countries were reached and these institutions were classified according to the continents and countries they are located in. The objectives, fields of activity and status of the identified institutions and organisations were determined. In order to limit the study, preschool, primary and secondary private schools and public schools providing bilingualism/multilingualism education were not included in the study. Summer Institute of Linguistics, Global Civil Society Databes and Union of International Associations, Ethnologue and UNESCO databases were utilised in the data collection process. The findings were quantified in Excel and visualised in Mapchart. The focus study topics of the identified institutions were determined, coding was made by ensuring the unity of author and expert opinion and 7 themes were reached. According to the research context, existing institutions focus on heritage language education, intercultural communication, bilingual/multilingual education for children, language psychology, training of trainers, second language acquisition and migrant-refugee education. It has been found that the number of institutions conducting bilingualism/multilingualism research has increased especially in European and Asian countries, but not in sufficient numbers in African countries.

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