Innovation in Language Learning

Background: In recent years, the impact of multilingualism on education and learning has been a major concern of educators and parents. Analyses of students' attitudes (considered important to learning outcomes) clearly portray a somewhat elusive concept which makes it relatively uneasy for Iranian educationists to arrive at some common sense understanding of how they may take advantage of multilingualism to have a positive impact on education in the modern Iran. Consequently, English teachers in Iran are faced with certain ambiguities and/or problems with respect to what constitutes multilingualism, how it may affect English education and whether they can be benefited from this “natural potential” (Cook, 2002, p. 23) at all.  The benefits of multilingualism are not restricted to linguistic knowledge, but extend to well-documented cognitive, social, personal, academic, and professional benefits of enrichment bilingual contexts have been.

Problems: Iranian EFL (English as a foreign language) learners (usually multilingual because of the variety of ethnic and linguistic backgrounds due to the multi-ethnic nature of the country) have been demonstrated to have a decreased awareness and narrow perception of multilingualism and to display disappointing performance in efficient communication, regardless of ethnic background, gender, or proficiency level.

Purpose of the Study: The study aimed at measuring students’ perception of multilingualism as a 21^st century skill in regular public schools and SAMPAD schools and to provide a model for the inclusion of cross-cultural understanding and flexible thinking through multilingual education in the Iranian system of English education.

Participants: The participants (no. 157) were selected from regular public schools and schools working under National Organization for Development of Exceptional Talents known as SAMPAD. The participants were male and female 12- to 14-year-old students who were in their secondary education.

Data Analysis: The researchers used SPSS to analyze the data. They utilized both descriptive and inferential statistics for the purpose of the study.

Instrumentation: A comprehensive researcher constructed questionnaire was used in this study. The questionnaire was composed of four various indexes: basic skills, thinking skills, people skills, and personal qualities.

Results: The results of the study revealed that the participants had nearly equal status as far as their basic language skills were concerned. However, multilingual students had a better performance in critical thinking and problem solving skills and showed understanding, friendliness, and respect for feelings and worked well with people having different ethnic or social backgrounds. Both groups failed to carefully assess their knowledge in setting realistic goals and monitoring progress toward their goals. Overall, the participants believed that multilingualism has a key role in enhancing education and plays a pivotal role in the urge towards modernity in Iran.