A Critical Re-evaluation of Linguistic Interference in Multilingual Education: Paradigms, Pitfalls, and Perspectives

Abstract

This study investigates the oft-overlooked phenomenon of linguistic interference in multilingual educational settings, highlighting its implications for pedagogical practices. Utilizing a mixed-methods approach, quantitative data were gathered through surveys administered to 300 multilingual students across five universities. Qualitative insights were derived from in-depth interviews with 30 educators. Results reveal significant correlations between linguistic interference and academic performance, with quantitative metrics indicating an average performance decrease of 15% among students experiencing high levels of interference. Furthermore, qualitative data elucidate the nuanced challenges educators face in mitigating these effects, suggesting a critical need for reformed curriculum designs. This research provides a foundational understanding of the complexities of linguistic interference, advocating for educational frameworks that are responsive to the diverse linguistic backgrounds of students.