Efficient Methods to Becoming Multilingual: Increasing Cultural Awareness

Dr. Alison Binger
University of the People
595 E Colorado Blvd Suite 623, Pasadena
CA 91101, USA
Dorothy Jubity Hassan
University of the People
595 E Colorado Blvd Suite 623, Pasadena
CA 91101, USA

Abstract
The need for cultural competency has increased with the expansion of globalization, the
increased interaction through technology, and breakdowns in communication, inequities, and
prejudice (Mareno & Hart, 2014). Cultural awareness in both multicultural (Lew & Siffrinn,
2019) and monocultural (De La Forest, 2018; Fuller & Ahler, 2012) classrooms is essential to
ensure students learn the necessary attitudes, skills, and knowledge to form authentic
relationships and become equitable leaders in a diverse world (Binger & Hassan, 2021; Mareno
& Hart, 2014). Foreign language learning improves students’ cultural awareness (Cakir, 2006;
Jin-feng, 2007; Ortuno, 1991), second language learning promotes cultural awareness in
preservice teachers (Larke, 1990; Ward & Ward, 2003), and multilingualism deepens crosscultural empathy and global ethics (Krajewski, 2011; Rolbin & Chiesa, 2010) yet foreign
language learning can be difficult for students (Dickinson & Carver, 1980; Ganschow, Sparks, &
Javorsky, 1998; Nation, 2014). The complexity and the difficulty in learning foreign languages
can shy students away from learning a new language. Research shows theories, classroom
methods, and individual traits to why there are struggles to language learning but there is a gap in
the literature of helpful techniques of language learning through multilinguals’ perspectives. In
this qualitative study, we sought to find efficient methods of learning foreign languages through
interviewing and analyzing polyglots’ perspectives of their techniques to learning multiple
languages. We compared multilinguals’ language learning methods to find commonalities that
assisted in unraveling the complexities in foreign language learning and reduced the difficulties
in learning new languages.

Purpose

The purpose of this qualitative study was to explore multilingual educators’ experiences of
learning more than one language and their perceptions of what in their learning of many
languages helped them learn it efficiently. Pragmatic theory was selected as the framework for
inquiry. This study explored multilingual educators’ perspectives as they have a deeper
understanding of language learning through their experience and knowledge of learning more
than three languages.
Design/methodology
The research questions that guided this research was influenced by my and my colleagues
experience of learning multiple languages. The difficulties we found were many and after years
studying multiple languages we both felt we should be more fluent than we are. Both of our
awareness’s of language learning difficulties, our recognition of the deep cultural understanding
learning another language brings, and the need for cultural awareness for others spurred us to
question if there were practical methods to language learning that we were not aware of in hopes
to ease language learning struggles. This study is qualitative in nature.
Findings
Analyzing findings now.
Originality
This research explores efficient methods of learning foreign language. We found that foreign
language learning increased cultural awareness. We also know from our own experiences as
well as through our research efforts the difficulties that arise in foreign language learning. We
were unable to find research that provided efficient language learning techniques for learning
multiple languages. Our research builds on improving cultural awareness through foreign
language learning by understanding multilinguals’ perceptions of language of how to learn
foreign languages in an efficient manner.

Need for Cultural Awareness
Increasing cultural competency is a key issue in education and highly sought-after
knowledge for graduates (Krajewski, 2011). Cultural awareness for students is an
essential part of learning an equitable mindset and forming effective relationships with
people of different belief systems (Mareno & Hart, 2014). Raising awareness of cultural
sensitivity in multicultural classrooms reduces fear, ignorance, and personal detachment
(Wilson, 2012). In monocultural classrooms, teaching multicultural education has a
positive impact on students understanding of cultural diversity, increases awareness of
racism and inequity, and provides students with interpersonal relationships (Hasslen,
1993). Students who develop cultural competencies form deeper, more genuine
relationships with people unlike themselves. The acceptance of difference allows for
positive relationships to form creating a more symbiotic, peaceful world that thrives.
Foreign Language Learning Increases Cultural Awareness
Foreign language is one means of increasing cultural competency. Learning foreign
languages increases cultural awareness and provides a means for students to become
more sensitive in their cultural understanding (Jin-feng, 2007). Multilingualism increases
tolerance and assists in creating comfort with the unknown (Middlebury Language
Schools, 2021). Becoming multilingual is an essential step in increasing metacultural
awareness (Rolbin & Chiesa, 2010). Metacultural awareness develops empathy in the
brain and also maximizes the potential to cultivate a new positive local-global
understanding. Although the benefits of learning a foreign language are clear, learning a
new language can be difficult. Issues that arise are due to perceptions about learning a
foreign language and difficulties in native language learning creating difficulties in
learning a foreign language (Ganschow, Sparks, & Javorsky, 1998). This study analyzed

multilingual individuals and their successful techniques to learning multiple languages to
assist those in easing the difficulties in learning foreign languages.
Methods of Learning Foreign Languages
The current research shows creating a friendly environment assists in teaching English as
a second language (Slowik, 2019). A thorough review of what constructs foreign
language aptitude prior to the 1990s and through the 1990s including affective variables
to language learning, strategies, learning styles, and individual differences in language
learning was conducted (Sparks & Ganschow, 2001). Group dynamics and group
processes contribute to the success or failure of foreign language learning assisting
language teachers with understanding the importance of group dynamics (Dörnyei &
Malderez, 1997). Although these research articles are an important part of understanding
language learning there is a gap in understanding efficient methods to learning more than
one language.
Keywords
cultural awareness, cultural competency, cultural understanding, foreign language learning
techniques, metacultural awareness, multilingualism, polyglot
Polyglots’ Foreign Language Learning Techniques and Qualitative Findings
Currently analyzing data
Conclusion
Will complete after analysis of qualitative findings
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