Multilingualism and Language Acquisition Practices

Multilingualism encompasses the capacity of individuals and communities to use and switch between multiple languages across diverse contexts. Contemporary research emphasises the fluidity of linguistic boundaries, exploring how speakers draw on entire repertoires rather than compartmentalised codes. Language acquisition practices now integrate cognitive, social and affective dimensions, recognising that learners’ attitudes, identities and interactions shape proficiency alongside formal instruction. Educational approaches have shifted from monolingual benchmarks towards resource-oriented models that legitimise home languages, foster translanguaging strategies and promote plurilingual competence. At the policy level, many nations implement curricula that encourage early exposure to additional languages, while teacher education increasingly addresses multilingual identities and ethical engagement with learners’ linguistic backgrounds. Technological advances—from learner corpora to interactive visualisations—are enriching our understanding of how multiple languages develop in tandem, both in formal settings and in everyday communicative practice. The global significance of this work lies in its potential to enhance social inclusion, support migrant integration and prepare citizens for multilingual professional environments.

Research from Nature Portfolio

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Research from all publishers

Recent work has introduced practice-based visual models to map how lower secondary students engage with multiple languages, highlighting the role of classroom context, social attitudes and interactive tools in shaping language use. One study developed interactive visual representations that capture both group-level and individual repertoires, offering educators a means to explore multilingual practices and design pedagogy accordingly. Another line of enquiry has assessed the feasibility of pedagogical translanguaging in adult migrant settings, demonstrating that integrating learners’ full linguistic repertoires can enhance morphological awareness, positive emotions and engagement in L2 French and Greek, particularly among forced migrants. In primary education, intervention studies have shown that resource-oriented approaches—encouraging children to draw on their home languages during English lessons—foster stronger plurilingual identity aspirations, higher positive affect and accelerated vocabulary acquisition compared with monolingual instructional models.

Multilingualism and Language Acquisition Practices publication trend

The graph below shows the total number of articles in multilingualism and language acquisition practices across all publications each year (not limited to Nature Index journals).

Technical terms

Multilingualism: The ability of an individual or community to use and manage multiple languages in varied communicative contexts.

Translanguaging: The dynamic practice of drawing on elements from different languages seamlessly within a single communicative event.

Language repertoire: The complete set of linguistic resources, including languages and varieties, available to a speaker for communication.

References

1. Visualising the language practices of lower secondary students: outlines for practice-based models of multilingualism. Applied Linguistics Review (2023).
2. Pedagogical Translanguaging in L2 Teaching for Adult Migrants: Assessing Feasibility and Emotional Impact. Education Sciences (2024).
3. Addressing Linguistic Diversity in the Language Classroom in a Resource‐Oriented Way: An Intervention Study With Primary School Children. Language Learning (2019).