Coleen A.
Cadigal- AB ELS 1-A
“Understanding the Significance of Multilingualism on Language Development and
Acquisition.”
Multilingualism aims to enable populations to go from basic inclusiveness to national integration and
common goals. Multilingual in things like reading, writing, and speaking behaviors help encourage
learners especially students at a very young age to gain multiple extents that enrich the personal
importance of their learning process while at the same trying to broaden the dissemination of information
through several studies in multiple languages. Considering the internationalization of education, trade,
and cultural norms, multilingualism has ever been more important especially in creating a sense of
balance in socialization and making progress in incorporating language learning. Linguistic proficiency
across more than one language enhances academic progress for students and learners, as well as
broadens employment opportunities, and alternatives while also expanding multicultural and global
awareness all across the globe (King, 2018). Learning and using a second language has also been
popular for ages ( McCarthy, 2001).
The primary goal of this concept paper is to have a better understanding of the impact of
multilingualism on language development and acquisition. Scholars highlight the aspects of language
differences and similarities, as well as learners' language proficiency and linguistic competence across
varying degrees of acquisition (Saville-Troike, 2006, p. 3). Since, some are unaware of the ubiquity of
multilingualism, and thus the rapid spread of second language learning in today's time, particularly in
nations in which English is the lingua franca (Saville-Troike, 2006, p. 10).
Language processing characteristics have been cited multiple times as important variables in
determining the similarities and differences between different forms of language acquisition (Jürgen,
2011, p. 222). A lot of research on the acquisition of many languages backs up the idea of first language
development as a natural process in which people who engage in communicative interaction learn the
language to which they are exposed (Jürgen, 2011, p. 240).
Multilingualism contributes to the strengthening and growth of a language development concept.
Being able to communicate and use more than one language could not only benefits and develops our
minds as we age and grow older, but it also provides several benefits for learners, particularly young
students, who are interested in expanding their knowledge and understanding of language acquisition,
such as an academic advantage, making it easier to communicate with people from other nations, and
improving their job prospects. Multilingualism not only allows us to interact with people from different
cultures and expands our overview of our own, but it also encourages everyone to be inclusive Taylor-
Leech, 2011).
Luis Moll's concept of "funds of knowledge"(1992), which refers to the vast bodies of cultural
knowledge that exist within learners’ households and communities, complements this understanding of
language. Educators may tap into this form of knowledge through creating relationships with their
students and wider social networks, according to Moll. This allows for more meaningful learning
possibilities. Learners can approach cultural resources that improve the personal importance of their
professional development, as well as broadening access to information through books in more than one
language, courtesy of teaching approaches that tap into multilingual ways of reading, writing, and
speaking.
The perception of multilingualism is as different as the actualities of multilingualism. There is a
growing incentive in many areas to consider linguistic distinctiveness as an indicator of transnational
vitality, one to be aware of. Multilingualism is associated with the formation of more than one "linguistic
variation" in a geographical area, regardless of population. For instance, a social group's way of speaking,
whether or not it is technically recognized as a language; individuals in such a region may be
monolingual, communicating only their own variant (King, 2018, p. 9).
As a result of tremendous increases in global mobility and migration, multilingual classrooms are
becoming more common in many countries. Learners may come from various linguistic and cultural
backgrounds, speak one language at home and another at school, or be studying the language of
instruction as a second language in these settings. Multilingual classrooms can allow learners to develop
healthy identities tied to their home cultures. This viewpoint is backed by Richard Ruiz's (1984) concept
of "language as a resource," which advocates for the use of students' native languages as learning and
teaching resources.
The paper includes multilingual language acquisition exploration through existing studies and
observations made and conducted by previous scholars and linguists, and this includes the
methodological approaches that were completed. A qualitative method will be used to discuss the
concepts, opinions, or experiences in knowing the significance of multilingualism on language
development and acquisitions.
The method of secondary research will be utilized. Interviews, texts, video, and audio recordings will
be used to collect both primary and secondary existing data for the study. Textual analysis will be used to
assess the content, structure, and process of the qualitative data collected when performing multilingual
language learning research
References
Dr Lid King. (2018) The Impact of Multilingualism on Global Education and Language Learning.
Cambridge Assessment English Perspectives. The Languages Company.
Luis C. Moll, Cathy Amanti, Deborag Neff & Norma Gonzales. (1992). Funds of Knowledge for Teaching:
Using a qualitative approach to connect homes and classrooms, Theory into Practice.
Meisel, Jürgen M., (2011). First and Second Language Acquisition. Cambridge University Press.
Richard Ruz (1984). Orientations in Language Planning, NABE Journal,8:2,15-34,
DOI:10.1080/08855072.1984.10668464.
Saville-Troike, M (2006). Introducing second language acquisition. NY, USA: CUP
Taylor-Leech. (2011). Promoting Multilingual Approaches in Teaching and learning. Learning Portal.
Retrieved from
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