The Impact of Multilingualism on Language Learning: the case of A2 and B2 Students

(Olga Vladislavovna Bukach, Elzara Vasilovna Gafiyatova, Marina Ivanovna Solnyshkina)
Despite the growing popularity of multilingual language programmes, their effects on students’ performance and competency are not yet well understood. Using a multifaceted approach including contrastive analysis of speaking performance and grammar-vocabulary competency we report on the research-in-progress conducted to verify the hypothesis that a miltilingual environment contributes to mastering a foreign language proficiency of B2 students and has minor (or no) beneficial effect on A2 students. The data were collected from 1380 students involved into implementation of National Educational Programme “Adamnar” aimed at creating a “multilingual environment” and extending functions of the native (state) - Tatar - language in the Republic of Tatarstan. “Adamnar” provides courses delivered in three different languages: native, second and foreign (English). We performed and contrasted results of three proficiency tests of six categories of “Adamnar” participants, students majoring English: A2 monolinguals; B2 (and above) monolinguals; A2 bilinguals; B2 (and above) bilinguals; A2 multilinguals; B2 (and above) multilinguals. To reveal participants’ progress, at the end of each of two semesters we ran proficiency tests based on CEFR principles and Cambridge past papers thus assessing their speaking discourse and grammar-vocabulary competencies. The rating scores and discourse analytic measures demonstrate that 72-hour English language courses had a significantly greater effect on performance of B2 multi- and bilinguals than monolingual students, and analysis of A1 and A2 students did not indicate clear differences between the three, i.e. mono-, bi- and multilingual, categories of participants. We plan to conduct iterative proficiency assessment at the end of each semester to monitor students’ progress over the next four years. The research findings enhance our understanding of the role that bi- and multilingualism play in language learning in multilingual settings. In our presentation we also plan to discuss practical relevance of the research results, new challenges and opportunities for teacher training and development programmes.