Cross-linguistic Influence (CLI) in Multilingual Learners: Implications for Education
DOI:
https://doi.org/10.63053/ijrel.54Keywords:
Cross-linguistic Influence, Multilingual Learners, Language Transfer, Pedagogical Strategies, Language InstructionAbstract
As multilingualism becomes increasingly prevalent in globalized societies, understanding the cognitive and linguistic mechanisms underpinning language acquisition is essential. This study explores cross – linguistic influence (CLI) in multilingual learners from a theoretical perspective, emphasizing its implications for linguistic theory and educational practice. Drawing upon key frameworks such as Dynamic Systems Theory, the Scalpel Model, and Multicompetence, the paper critically examines how CLI operates across multiple linguistic domains and within complex learner ecologies. Particular attention is paid to factors mediating CLI – such as language typology, proficiency, language dominance, and acquisition context – and how these factors shape multilingual development in both predictable and variable ways. The article argues for a reconceptualization of CLI not as a source of interference, but as a fundamental aspect of multilingual competence that reflects the dynamic interconnectivity of linguistic systems. The findings support a shift away from monolingual instructional models toward pedagogies that recognize and leverage the linguistic resources of multilingual learners. This theoretical inquiry lays the groundwork for future empirical research and provides valuable insights for linguistic, educators, and policymakers in the multilingual education landscape. CLI should be seen not as a hindrance but as a valuable resource, offering multilingual learners cognitive flexibility and enhanced language proficiency
References
• Aronin, L., & Singleton, D. (2012). Multilingualism. John Benjamins Publishing Company.
• Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12(1), 3-11.
• Cenoz, J. (2013). The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching, 46(1), 71-86.
• Cook, V. (1992). Evidence for multicompetence. Language Learning, 42(4), 557-591.
• Cummins, J. (2007). The relationship between language proficiency and academic achievement. In C. D. Johnson (Ed.), Teaching English as a second language (pp.47-63). Pearson.
• De Angelis, G. (2007). Third or additional language acquisition. Multilingual Matters.
• De Bot, K. (1992). A bilingual production model: Levelt’s ‘Speaking’ model adapted. Applied Linguistics, 13(1), 1 – 24.
• Flynn, S., Foley, C., & Vinnitskaya, I. (2004). The cumulative-enhancement model for language acquisition. Second Language Research, 20(1), 65-93.
• Grosjean, F. (2010). Bilingual: Life and reality. Harvard University Press.
• Herdina, P., & Jessner, U. (2002). A dynamic model of multilingualism. Multilingual Matters.
• Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. Routledge.
• Jessner, U. (2008). Teaching third languages: Findings and challenges. The Modern Language Journal, 92(1), 57-73.
• Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Annual Review of Psychology, 64, 376-394.
• Larsen – Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford University Press.
• Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge University Press.
• Ortega, L. (2009). Understanding second language acquisition. Hodder Education.
• Rothman, J. (2010). On the typology of transfer. Bilingualism: Language and Cognition, 13(2), 1-13.
• Schmid, M. S., & Köpke, B. (2017). First language attrition. Cambridge University Press.
• Slabakova, R. (2016). The scalpel model of third language acquisition. International Journal of Bilingualism, 20(3), 255-269.
• Williams, S., & Hammarberg, B. (1998). Language switches in L3 production. Applied Linguistics, 19(3), 295-320.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Authors

This work is licensed under a Creative Commons Attribution 4.0 International License.