Psychology and Cognitive Sciences · Vol. 3, No. 3 · 2017 · pp. 74–78 · e-ISSN 2380-727X

Emotional Diglossia in Multilingual Classroom Environments: A Proposal

Jon Andoni Duñabeitia

Basque Center on Cognition, Brain and Language, Paseo Mikeletegi, 20009 Donostia, Gipuzkoa, SpainSpain

DOI: https://doi.org/10.17140/pcsoj-3-126 · Published 2017-07-19 · Licence: https://creativecommons.org/licenses/by/4.0 · © 2017 The Author(s)

Also available as PDF (figures and tables appear in the PDF).

Abstract

Are we aware of the multiple cognitive consequences of being immersed in multilingual learning contexts? In this opinion article, some recent findings from the field of cognitive neuroscience and education has been discussed briefly, and the astonishing manner in which speaking a foreign language changes the human decision-making system and how this may link to a different degree of emotional reactivity in foreign-language contexts as compared to nativelanguage scenarios has been elaborated. Finally, some insights have been provided about the recent innovative and inclusive educational methods based on mixing language at school and on the use of the native language as an educational tool in multilingual schools.

Conclusion

Luckily, the myth associated with the negative consequences of true multilingualism in the classroom has slowly been dismantled. Studies demonstrate that learning is not impeded in any way by the use of several vehicular languages. In this way, it is becoming clear that the rejection of language mixing lacks scientific support and, as we have said in some of these studies, in the absence of negative or harmful effects, “only the positive aspects of simultaneously using two languages remain, enabling bilingual learners to use their two languages in a naturalistic way”.23 In my opinion, the mixing of languages should be encouraged and implemented as a method to end situations of emotional and educational diglossia, taking advantage of the different languages spoken by a multilingual person as a psychopedagogical tool.

Acknowledgments

This study was partially supported by grants from the Spanish Government (SEV-2015-0490 and PSI2015-65689-P), ATh- Page 77 EME-613465 grant from the European Union, and by a 2016 BBV A Foundation Grant for Researchers and Cultural Creators.

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