Abstract
This paper addresses the controversial relationship between English and multilingualism in Europe. It approaches this issue through data collected on language learning and use in educational settings in Hungary and the Czech Republic, focusing on three different but related topics.
First, it look sdirectly at the issue of how opportunities for students to become multilingual in a particular setting are potentially limited or not utilized due to the dominant role of English. Second, it looks at students' attitudes towards the use of non-native speaker (NNS) and native speaker (NS) English.
And finally, it explores the role that NSs of English themselves play in multilingual contexts as English has become the dominant foreign language in Europe.