Unveiling the Link Between Multilingualism and Classroom Learning Outcomes: A Cognitive Approach

Abstract

This study investigates the relationship between classroom learning outcomes and multilingualism through the lens of writing proficiency among multilingual learners in an ESL context. Utilizing an error analysis framework, the research examines writing samples from 30 elementary students to identify and categorize common errors, including grammatical, lexical, mechanical, interlingual, and intralingual mistakes. The findings reveal that multilingual learners often struggle with subject-verb agreement, tense consistency, and vocabulary usage, reflecting the cognitive complexities of navigating multiple languages. Interlingual interference and intralingual overgeneralization were identified as significant contributors to these errors, underscoring the dual influence of learners' first languages and incomplete knowledge of English. The study highlights the importance of targeted instructional approaches, such as specific grammar instruction, vocabulary enrichment, and translanguaging practices, to address these challenges. Additionally, the research emphasizes the need for inclusive pedagogical approaches that validate students’ linguistic identities and foster emotionally supportive environments conducive to learning. By bridging the gap between error analysis and practical teaching strategies, this study provides empirical evidence to inform multilingual education, offering insights that enhance writing proficiency and overall academic outcomes.