. In my paper, I present a qualitative approach to the linguistic landscape of Hungarian schools in Sepsiszentgyörgy/Sfântu Gheorghe, Romania . These landscapes are called schoolscapes as they represent the material environment where texts and images "constitute, reproduce and transform language ideologies" (Brown 2012: 282) . These manifestations reveal a lot about language learning and teaching in a formal educational environment . Beyond the simple representations of languages in education, we may trace more or less hidden curriculum details of foreign-and secondlanguage teaching (English/German, Romanian) in a Hungarian-Romanian dominant bilingual setting . My aim is to describe the visual manifestations of the differences and similarities between the languages taught to minority children and the mutual efforts of teachers and students to meet the basic challenges of learning and teaching these languages .

With the present pandemic, a sudden shift away from classrooms has changed the focus of language teaching. New sources, methods, and techniques had to be employed, generating unanticipated changes both for language teachers and language learners. This paper aims to describe the future of language education with the presentation of possible scenarios embedded into the course of paradigm shifts in language teaching. The study analyzes those events, processes, and tendencies which may carry predictive value for the future of language teaching. Those changes which have emerged due to online education, using focus groups and interview-based qualitative research methods for data collection are defined. According to the research results, the future of language teaching and learning is going to be based on four pillars and increased autonomy, which refers to individually tailored methods and contents during online education.   Keywords: Future; language teaching; online education; qualitative research.

This paper seeks to cross the boundaries of what we consider linguistic landscape (LL) and open new spaces, thus examining the Internet as a complex set of linguistic landscapes. The present study is the result of an exploratory research. Virtual linguistic landscape (VLL) provides opportunities for language display that are rare in the geographical LL. This study investigates multilingualism and language practices present on the periphery of cyberscapes analysed in this research (namely the social media), based on questionnaires carried out among bilingual university students at Sapientia University. The conclusion will offer suggestions for further research on how to extend the boundaries of LL studies to the digital domain.

Within the digital world, new multilingual contacts appeared, which led to a more multilingual Web and enabled local and global participation that assert new identities (Lenihan and Kelly-Holmes 2017). For multilingual people, language choice and code-switching serves as a means for users to perform a specific image of cultural or personal identity and signal their affiliation with a particular community. The paper analyses digital multilingual practices of bilingual (Hungarian-Romanian) university students in Romania. The data consists of students’ public Facebook profiles, examining language choice, code-switching, and hybrid practices. My research question refers to how their linguistic identity is constructed in their online communicative practices. Multilingual practices in the social media are not necessarily connected to language competences in a traditional sense and may serve as a space for resolving conflicting linguistic identities. In my data, students use their diverse linguistic and semiotic resources in varying ways to express and build their online identity, relying on the multimodal affordances of the digital world. Online multilingual practices rely on the speaker’s complete language repertoire, but they do not necessarily depend on language proficiency.

Abstract. The paper presents a qualitative approach to language learning beliefs while analysing case studies in detail to offer significant insight into these beliefs and language learning as well. A number of studies have shown that the belief system of language learners plays a decisive role in their success and failure in language learning (Bernat & Gvozdenko 2005;Horwitz 2008). The research presents the content analysis of interviews with bilingual participants. Interviews were carried out with migrant workers, other interviews with bilingual students in Romania, as well as online interviews with immigrant workers in the EU. The paper explores different beliefs learners hold regarding learning languages. By comparing migrant workers' and students' beliefs the complexity of positive and negative beliefs are presented. These may change due to previous and current language learning experiences, cultural-, social-, and educational background, personality traits, etc. The result of the qualitative analysis has shown that beliefs are linked to the particular language placed in a socialcultural dimension; the same beliefs may not be possible to be transferred to the next language being learnt, individual differences in beliefs regarding learning languages and their dynamic change in different language learning processes are investigated in details.