Cross-linguistic Influence (CLI) in Multilingual Learners: Implications for Education

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 proficiencyAs 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

کلیدواژه ها:

Cross-linguistic Influence ، Multilingual Learners ، Language Transfer ، Pedagogical Strategies ، Language Instruction