Chapter 4: Evidence of Multilingual Superiority
From the Book: The Refractive Thinker®: Vol. VI: Post-Secondary Education


Research indicated that students in multilingual education in Europe and Asia outperform students in the USA (Schleicher, 2006; Jeynes, 2008). Immigrant and minority students in the USA lag in academic performance, and the education gap is growing between the economically advantaged and disadvantaged (Donlon, 2008). No other study has suggested multilingual education as a possible solution. Trilingual students outperform bilingual students who outperform monolingual students on cognitive tests (Bialystok, 2007; De Angelis, 2007; Safont, 2005).

Multilingual students in higher education outperform other students (Jessner, 2008) and third language learning enhances and reinforces previous languages learned as long as those languages are supported (Cenoz, 2009; Riemersma, 2009). The purpose of this dissertation synopsis is to highlight the current education literature and the data outcomes of the perspectives of researchers involved in sociolinguistic, psycholinguistic, neurolinguistic, and interdisciplinary investigations that led to tools for increasing student performance and a new model of education incorporating the possibility of multiple language learning. Recommendations for better support of the languages of minorities while increasing communicative abilities of all students could guarantee a brighter future for individuals, communities, and the global society.
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