Understanding the transformative power of multilingualism is vital. Over half of mankind daily speaks more than one language, and multilingualism brings advantages for community relations, business, and global understanding. Yet the linguistic landscape is changing fast, with English increasingly the lingua franca. In the UK, many schools are highly multilingual, despite falling numbers learning languages, and almost 1 in 5 primary school pupils have a first language other than English. Equally integral to a multilingual UK are the regional (minoritized) languages (e.g. Irish, Scottish Gaelic). The decline in pupils taking language GCSEs/A-levels and the number of children with English as an additional language are often portrayed negatively, and the value of community and minoritized languages is underestimated. The aim of this interdisciplinary project is to reflect critically on multilingualism and to transform attitudes through greater understanding. Our approach is holistic, exploring individuals, communities and nations. We analyse the situations giving rise to multilingualism, its social implications and creative possibilities, and relationships between languages, cultures, identities and standards. We explore why individuals/societies choose (consciously or not) to be multilingual, the potential of multilingualism as 'mental gymnastics', ways to optimize language learning, and the benefits of multilingualism for community and international relations. Our research questions: 1. What is the relationship between the multilingual individual and the multilingual society? What does it mean to be multilingual in a monolingual/multilingual society? Or monolingual in a multilingual society? 2. What are the opportunities and challenges presented by multilingualism? How might multilingualism benefit individuals, enhance communities, enrich cultures and foster social cohesion? To what extent might multilingualism disadvantage individuals, divide communities, dilute culture or fragment societies? 3. What is the relationship between multilingualism, diversity and identity? How does this play out at the individual, local, regional, national and international level? 4. What is the relationship between multilingualism and language learning? Who can/should learn additional languages, and in what contexts? How do age and other factors affect motivation, achievement and well-being? 5. How can we influence attitudes towards multilingualism? How can we change the attitudes of individuals and societies, and inform language policy? 6. How can we re-energise Modern Languages research? Can we reinvigorate the discipline by broadening its scope and developing new interdisciplinary methodologies? Intersecting research strands (S1-6) offer powerful case studies for understanding multilingualism: literature, film and culture in a globalized context; the role of standard languages; linguistic identity, diversity and social cohesion; the influence of multilingual identity on foreign language learning; language learning across the lifespan; the cognitive benefits of multilingualism. The project spans major languages traditionally or newly studied in the UK (French, German, Mandarin, Spanish), minoritized languages in Europe (Catalan, Irish, Scottish Gaelic, Ukrainian), and community languages (e.g. Cantonese, Polish, Punjabi). We seek to break down barriers between high/low status and home/learnt languages. The project will have transformative outcomes for individuals, for education, health and social policy and practice, and for international relations. Our partners (community groups, educational, cultural and policy bodies, drama and creative writing groups, business) will help shape the research and disseminate outcomes. Placing language-led research at its heart, literary-cultural studies are integrated into an exciting new interdisciplinary programme to show how Modern Languages can respond to key issues of our time.