SOCIAL AND CULTURAL INFLUENCES
Multilingual learners has the ability to learn and use
different language in different terms. They have the
knowledge to speak different language when they
expose to different culture and ethnicity. Cultural identity
refers to the customs, traditions, beliefs, and values that
construct a person’s sense of belonging. According to
Drobot (2021), having the knowledge of other languages
and implicitly of cultures can help increase awareness
and empathy with other cultural values and mindsets. As
a result, adaptation to the ways and values of other
cultures can be easier and faster for Multilingual.
However, Darginaviciene(2023) states that the
relationship between multilingualism and cultural identity
is not straightforward since culture is not static. They
change overtime due to factors such as globalization,
migration, technological advancements and etc. In
addition he states that languages are also not static
because they undergo changes since people adapt the
language, they speak to match the changing reality.
Multilingualism can preserve cultural traditions and
promotes linguistic diversity ( Verthana 2023).
Multilingualism improves cognitive function, including
memory and problem solving, while prompting cross
cultural comprehension andadaptibility (Alisoy 2025).
PSYCHOLOGICAL FACTORS
Multilingualism has a big impact in emotional intelligence
of student by enhancing their ability to identify,
understand and manage emotions that leads to better
emotional regulation and social skills. Recent studies
states that multilingualism is an advanced knowledge of
several languages and frequent use of them can extent
and shape the personality traits and psychological
dimensions. According to Feldman-Barret (2021 a, b)
the effect of multilingualism on emotional intelligence
can be linked to increased emotional granularity which
are the greater store of emotion concepts and an
increased ability to know how and when to use them.
She argues that emotionally intelligent people acquire
more emotion words as they seed emotion concepts
which are the basis for constructing new emotional
experiences and predictions.(Feldman-Barret, 2021b).
On the other hand, (Dewaele, 2017) states that the
effect of multilingualism has been investigated such as
communicative anxiety and Foreign language anxiety
(FLA) which have been shown to strongly correlated
with Neuroticism. A person who lacks emotional
intelligence may have only two emotional concepts “
feeling awesome and crappy” to describe different
affective states( Dewaele 2021). In other words, that
person has low emotional granularity. In contrast, an
emotionally intelligent person has the ability to balance
their emotions and construct emotional experiences with
a wide range of shades and differences. Emotions in
multilingual settings are not sufficient on their own to
address the complexity of social and emotional factors in
the process of language contract, transnational
movement, immigration and multilingualism ( Sevinc &
Backus, 2019). Furthermore, emotions are relational, the
most relevant components of emotions evolve around
human relationships (Parkinson, 1996, 2021).
TECHNOLOGICAL FACTORS
Technology has a big role in shaping education and
being a part of humans life. In a world where information
and communications technologies have become
increasingly accessible, educators, policy makers, and
other stakeholders continue to debate not whether but
how the paradigms of technologies for education have
gradually become interdependent with the challenge of
multilingualism. According to (Wu, Gonsalves et. Al
2021) it has two ways in addressing an issue about this.
First, by offering a framework for analyzing and
designing educational projects for ICTs, with specific
focus on how concepts from language planning and
policy can inform technological domains of context,
purposes, end users, devices and design solutions.
Second, we apply framework to analyze how indigenous
languages can be prompted through ICT assisted
interventions in multilingualism in education. However,
Wagner (2021) states that if languages are themselves
fixtures of the world that afford orientation in our socio
technical environment and co – coordination among
people, we will no longer absolute our native language
as a standard for proper understanding. We
multilingually to technically orient ourselves and control
our social and material world. Dubinina et, al.( 2022) the
implementation of technologies in Multilingualism is
considered as a discipline. The combination of various
discipline with their own specifics and terminology base
creates a special educational environment which can be
considered Multilingual. Technologies examines
languages as discursive construction showing that
written and printed words has a crucial impact on
modern language concepts that showing its different
meaning in a Multilingual aspects (Schneider 2022). In
addition, Gonzales (2022) designing a Multilingual
experiences in technical communication provides
frameworks, strategies and best practice for students to
engage in projects with Multilingual communities.
(Crespo, et, al. 2021) states that nowadays students are
just based on the trends that they can see in
technological aspect which limits their knowledge and
interest. That’s why teachers should develop different
strategies to improve their teaching styles and to
develop the learning styles of the students in a diverse
classroom.
EDUCATIONAL FACTORS
Multilingualism refers to speaking more than one
language competently. Multilingual education help
students to master multiple languages throughout their
academic studies, enabling comprehensive abilities in
listening, speaking, reading and writing, while ensuring
their complete fluency in their first language. (Verthana
2023) Multilingual education helps students to develop
effective communication skills in multiple languages and
enables them to communicate fluently in different
situations. Students who are exposed to many
languages will tend to be intellectually flexible(Okal
2021). In education, it fosters cultural preservation and
variety, providing substantial economic advantages by
enhancing employability and access to global
opportunities( Alisoy 2025). Multilingual education not
only improves comprehension and cognitive abilities but
also enhances students cultural and language identities,
making education more culturally relevant and inclusive
(Kalu, 2021; Zaidi 2020). Rantanen(2024) added that
teacher should apply pedagogical approaches such as
translanguaging pedagogy, language awareness and
linguistically responsive teaching, that makes education
more equitable by encouraging students to employ all
their linguistic resources. But, he clarify that Multilingual
pedagogical approaches cannot be effectively promote
equitable practices unless the equity is centered and
enequity are recognized.
