Multilingualism and experiential learning with multiple modalities

The term multilingualism which is the main idea of this article is derived from two Latin words: “multi” that means many or very and “lingua” that means language. Given the significant role of the language teachers in promoting learners’ multilingualism, the researches focused on teachers’ knowledge and beliefs about multilingualism and multilingual pedagogical approaches are surprisingly scarce. Multilingualism presents a challenging matter for current schooling contexts and language teachers are often mentioned to be intuitive essential actors in this area, promoting and completing multilingualism. The paper relied on the following four main objectives to briefly survey multilingualism, discuss general consequences of multilingualism experiential learning, elucidate some key benefits of multilingualism learning in education, and to discuss the modifications towards the achievement of multilingualism practices in education. The paper is mainly qualitative research. Advantage of multilingualism practices in education was realized by relying on text analysis of the written materials on education and psychology. Findings are descriptively presented in continuous prose.

Keywords:

“Multilingualism , learning , modify , experiential learning”