PSYCHOLINGUISTIC CHARACTERISTICS OF UNIVERSITY STUDENTS IN A MULTILINGUAL ENVIRONMENT: LANGUAGE ACQUISITION, COGNITIVE LOAD, AND CODE-SWITCHING
DOI:
https://doi.org/10.5281/zenodo.18533519Keywords:
multilingualism, code-switching environments, discourse analysis, value, bilingual education, anxiety.Abstract
Multilingualism enhances cognitive abilities by engaging overlapping brain networks where multiple languages are co-activated, necessitating cognitive control to manage interference. This study investigated the cognitive and communicative dynamics of bilingual language use, focusing on code-switching — a strategic, rule-governed practice reflecting linguistic proficiency. Participants completed naming and lexical-decision tasks involving single-language and mixed-language trials, with subjective cognitive load ratings collected post-trial. Results demonstrated significant reaction time delays during code-switching, particularly when shifting into the dominant language, evidencing cognitive costs associated with language control. Discourse analysis revealed frequent, context-sensitive code-switching at clause and phrase boundaries, predominantly involving content words to achieve communicative precision. Survey responses indicated that lower-proficiency bilinguals relied on code-switching to aid comprehension and reduce anxiety, whereas advanced learners used it less frequently. These findings support a hybrid cognitive-sociolinguistic perspective, recognizing code-switching both as a cognitive control challenge and a pragmatic communicative tool. The study's implications emphasize the value of integrating code-switching into bilingual education frameworks to enhance comprehension, reduce learner stress, and leverage multilingualism for cognitive and educational benefits. Embracing rather than suppressing bilingual language use can foster more effective pedagogical strategies tailored to diverse learner proficiencies.
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