Authors: Mrs. S. Swapna
Abstract: This paper explores the effectiveness of a multilingual cognitive approach in enhancing English language acquisition among second-language learners. Drawing from cognitive psychology and multilingual pedagogy, this study investigates whether incorporating learners’ first and second languages can support vocabulary retention, reading comprehension, and critical thinking in English. A quasi-experimental study involving two groups of undergraduates was conducted, with one group receiving multilingual cognitive support and the other taught using monolingual English methods. Results suggest that the multilingual cognitive group significantly outperformed the control group in both vocabulary tests and critical reading tasks. The findings reinforce the relevance of multilingualism in ELT and call for a pedagogical shift towards recognizing the cognitive advantages of multilingual learners.
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