A Conceptual Viewpoint on Multilingualism in L2 Acquisition
Article Sidebar
Main Article Content
Abstract
This paper presents a conceptual perspective on the significance of multilingualism in second language acquisition. This paper examined the advantages and obstacles of multilingualism, as well as the tactics and metacognitive processes involved, to attain a greater comprehension of its significance in language acquisition and learning. Multilingualism enhances metalinguistic awareness, cultural awareness, and cognitive skills and adaptability. This research identifies challenges like language interference and domination, as well as inadequate support and training for multilingualism, which must be addressed through appropriate measures. This research also acknowledges the sociocultural variables influencing multilingualism and language acquisition, including acculturation, motivation, and cultural knowledge. This indicates that language acquisition is a multifaceted process that cannot be effectively achieved without the assistance of others. The findings have educational consequences, advocating for policies and strategies that promote multilingualism to achieve competency in the target language. Multilingualism could strategically enhance the language acquisition process by cultivating a multilingual-friendly learning environment. Teacher interventions are advocated to foster multilingualism and metacognition in language learning and acquisition. Empowering multilingual L2 learners enhances the overall language proficiency of students.
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
References
Asne, F. S., & Estremera, M. L. (2025). The Role of Vocabulary and Grammar in Second Language Reading Comprehension: A Systematic Literature Review. BRU ELT Journal, 3(2), 187-200. https://doi.org/10.14456/bej.2025.13
Braad, E., Degens, N., Barendregt, W., & IJsselsteijn, W. (2022). Improving metacognition through self-explication in a digital self-regulated learning tool. Educational technology research and development, 70, 2063-2090. https://doi.org/10.1007/s11423-022-10156-2
Busse, V., Cenoz, J., Dalmann, N., & Rogge, F. (2020). Addressing linguistic diversity in the language classroom in a resource‐oriented way: An intervention study with primary school children. Language Learning, 70, 382-419. https://doi.org/10.1111/lang.12382
Cong-Lem, N. (2025). Intercultural Communication in Second/Foreign Language Education Over 67 Years: A Bibliometric Review. Journal of Intercultural Communication Research, 54(1-2), 1-21. https://doi.org/10.1080/17475759.2025.2456265
Cook, V., & Wei, L. (Eds.). (2016). The Cambridge handbook of linguistic multi-competence. Cambridge University Press. https://doi.org/10.1017/CBO9781107425965
De Bruin, A., Hoversten, L. J., & Martin, C. D. (2023). Interference between non-native languages during trilingual language production. Journal of Memory and Language, 128, 104386. https://doi.org/10.1016/j.jml.2022.104386
Dolas, F., Jessner, U., & Cedden, G. (2022). Cognitive Advantages of Multilingual Learning on Metalinguistic Awareness, Working Memory and L1 Lexicon Size: Reconceptualization of Linguistic Giftedness from a DMM Perspective. Journal of Cognition, 5(1), 10. https://doi.org/10.5334/joc.201
Drobot, I.-A. (2022). Multilingualism and awareness of cultural differences in communication. In Multilingualism-Interdisciplinary Topics. IntechOpen. http://dx.doi.org/10.5772/intechopen.99178
Estremera, M. (2024). The CoP Theory in Reading Enhancement Programme(REP) from Pragmatic Lens of Language Development. EIKI Journal of Effective Teaching Methods, 2(1). https://doi.org/10.59652/jetm.v2i1.151
Estremera, M. E., & Gonzales, J. T. (2021). Interplay between Philosophical Orientation and Musical Literacy Index of English as a Foreign Language (EFL) Teachers. ASEAN Multidisciplinary Research Journal, 9(1), 98-112.
Estremera, M. L. (2017). The Implementation of Mother Tongue – Based Multilingual Education: Viewing it from the Grade III Teachers’ Perspective. Journal of Literature, Languages and Linguistics, 40, 47-53. https://www.iiste.org/Journals/index.php/JLLL/article/view/40070/41215
Estremera, M. L. (2023). Input Hypothesis (Ih) Behind Morphosyntax Adeptness Index: Case Of L2 Learners From Applied Lin-guistics View. Journal of Language and Linguistic Studies, 19(1), 21-42. https://www.jlls.org/index.php/jlls/article/view/5250/1848
Estremera, M., & Gonzales, J. (2025). Unveiling the 21st Century Pedagogical Implications of Dramatization and Lecture Approaches through the Lens of EFL College Students. International Research and Innovation Journal on Education, Engineering, and Agriculture, 1(2), 13-28. https://doi.org/10.62960/irijeea.v1i2.23
Estremera, M., & Sevilla, N. (2025). Ethnomathematical and Cultural Practices of Tribal Community in the Philippines from a Sociolinguistic Lens. Journal of Contemporary Philosophical and Anthropological Studies, 3(4). https://doi.org/10.59652/s0bps795
Finkbeiner, C., & White, J. (2017). Language Awareness and Multilingualism: A Historical Overview. In J. Cenoz, D. Gorter, S. May (eds), Language Awareness and Multilingualism. Encyclopedia of Language and Education. Springer. https://doi.org/10.1007/978-3-319-02240-6_1
Guamos, L. P., & Estremera, M. L. (2025). Social media and L2 acquisition: a systematic review of digital affordance and learning outcomes. Journal of Second and Multiple Language Acquisition, 13(2), 787-802. https://doi.org/10.5281/zenodo.17110303
Habók, A., & Magyar, A. (2020). The role of students’ approaches in foreign language learning. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1770921
Haukås, Å., Storto, A., & Tiurikova, I. (2024). School students’ beliefs about the benefits of multilingualism. Journal of Multilingual and Multicultural Development, 45(7), 2817-2830. https://doi.org/10.1080/01434632.2022.2075001
Jalmasco, R., & Estremera, M. (2025). Motivating Language Learners: A Systematic Review of Motivation Theories in ESL Education. Bulletin of Language and Literature Studies, 2(4). https://doi.org/10.59652/fceecz28
Jessner, U., & Allgäuer-Hackl, E. (2022). Metacognition in multilingual learning and teaching: Multilingual awareness as a central subcomponent of metacognition in research and practice. AILA Review, 35(1), 12-37. https://doi.org/10.1075/aila.22010.jes
Jia, F., Gottardo, A., & Ferreira, A. (2017). Sociocultural Models of Second-Language Learning of Young Immigrants in Canada. In People’s Movements in the 21st Century – Risks, Challenges and Benefits. InTech. https://doi.org/10.5772/66952
Lartec, J. K., Belisario A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O., & Cammagay, J. L. W. (2014). Strategies and Problems Encountered by Teachers in Implementing Mother Tongue – Based Instruction in a Multilingual Classroom. IAFOR Journal of Language Learning, 1(1). https://doi.org/10.22492/ijll.1.1.04
Li, M., & Yuan, R. (2021). Enhancing students’ metacognitive development in higher education: A classroom-based inquiry. International Journal of Educational Research, 112, 101947. https://doi.org/10.1016/j.ijer.2022.101947
Marantika, J. E. R. (2021). Metacognitive ability and autonomous learning strategy in improving learning outcomes. Journal of Education and Learning (EduLearn), 15(1), 88-96. https://doi.org/10.11591/edulearn.v15i1.17392
Okal, B. O. (2014). Benefits of Multilingualism in Education. Universal Journal of Educational Research, 2(3), 223-229. DOI: 10.13189/ujer.2014.020304.
Raoofi, S., Chan, S. H., Mukundan, J., & Rashid, S. M. (2014). Metacognition and Second/Foreign Language Learning. English Language Teaching, 7(1), 36-49. http://dx.doi.org/10.5539/elt.v7n1p36
Reitbauer, M., Fürstenberg, U., Kletzenbauer, P., & Marko, K. (2018). Towards a Cognitive-Linguistic Turn in CLIL: Unfolding Integration. Latin American Journal of Content & Language Integrated Learning, 11(1). https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/9289
Ruiz de Zarobe, Y., & Smala, S. . (2020). Metacognitive Awareness in Language Learning Strategies and Strategy Instruction in CLIL Settings. The Journal for the Psychology of Language Learning, 2(2), 20-35. https://www.jpll.org/index.php/journal/article/view/27
Salih, F. A. (2021). Subject Review: Acculturation and Second Language Acquisition. International Journal of Research in Social Sciences & Humanities, 11(2). 117-126. http://doi.org/10.37648/ijrssh.v11i02.006
Sánchez-Hernández, A. (2018). Acculturation and pragmatic learning: International students in the United States. In C. Pérez Vidal, S. López-Serrano, J. Ament & D. J. Thomas-Wilhelm (eds.), Learning context effects: Study abroad, formal instruction and international immersion classrooms (pp. 283-309). Berlin: Language Science Press. DOI:10.5281/zenodo.1300638
Thao, L. T., Thuy, P. T., Thi, N. A., Yen, P. H., Thu, H. T. A., & Tra, N. H. (2023). Impacts of Emotional Intelligence on Second Language Acquisition: English-Major Students’ Perspectives. Sage Open, 13(4). https://doi.org/10.1177/21582440231212065
Yao, H., Gu, M. M., & Zhang, Y. (2025). From following to forging paths: Environmental self-regulation in digital extramural language learning. System, 135, 103860. https://doi.org/10.1016/j.system.2025.103860