LINGUISTIC AND PEDAGOGICAL FOUNDATIONS OF THE PHENOMENON OF MULTILINGUALISM IN PRIMARY EDUCATION

Abstract

The increasing linguistic diversity within global societies necessitates a critical re-evaluation of educational paradigms, particularly at the primary level where foundational cognitive and linguistic skills are established. This paper investigates the linguistic and pedagogical foundations underpinning the phenomenon of multilingualism in early schooling, arguing that viewing multilingualism as a dynamic resource, rather than a deficit, is crucial for maximizing academic and social outcomes. Linguistically, the analysis draws upon theories of Common Underlying Proficiency (CUP) and translanguaging, which challenge monolingual norms by demonstrating the interconnectedness of languages in the developing mind. Pedagogically, the paper explores instructional models, such as additive bilingualism programs and content and language integrated learning (CLIL), that leverage children’s full linguistic repertoires to enhance cognitive flexibility, metalinguistic awareness, and cultural competence. The successful integration of multilingualism requires significant shifts in teacher training, curriculum design, and assessment strategies to validate and activate the linguistic capital that multilingual learners bring into the classroom environment.