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Traditional didactic approaches to multiple language learning have mainly focused on the differences and similarities between languages. However, in the language learning classroom, the willingness to activate prior language knowledge has been generally overlooked, despite being a fundamental part of the actual process of language learning Accordingly, the author suggests that the traditional contrastive method should be complemented by a psycholinguistic approach with the aim of exploiting the interlinguistic strategies used in language teaching and learning. An alternative methodological approach that looks at the whole linguistic repertoire of students is needed in order to exploit the benefits of multilingual education, going beyond linguistic similarities and differences. Following a detailed analysis of the relevant literature in the field, which identifies metalinguistic awareness as the most important factor enhancing bilinguals’ outcomes in additional language learning, the present chapter deals with its implications for a multilingual didactic approach. In particular, students must be stimulated and assisted in the process of conscious reflection and manipulation of language, learning strategies, and linguistic skills developed in previous linguistic systems to observe a positive and significant outcome in third (or additional) language acquisition (TLA). School curricula and teaching practices could benefit from placing the multilingual learners and their entire linguistic repertoire at the center of the learning process, rather than focusing exclusively on the target language.

The following chapter describes and discusses survey-based findings of students’ perception concerning the acquisition of a third language supported by modern technologies at the university level and provides an overview of research on teaching methodologies. The surveys show that selected reality-based activities not only support students’ language-learning efforts, but also contribute to a more relaxed acquisition of the German language, an important factor of Stephen Krashen’s theory of the lowering of the “Affective Filter,” which stems from 1984. The goal was to find specific technology-enhanced exercises that support the acquisition of the German language, including relatively complex grammatical structures. Although the surveys were conducted among students who took German classes at various levels, the assumption can be made that some aspects of the findings and suggestions are also beneficial for the teaching of other foreign languages.

All humans have an innate ability to learn multiple languages and with ­increasing mobility across linguistic boundaries, people are more than ever embracing multilingualism. This chapter examines international students’ perceptions of their third language (L3) learning experience in their second language (L2) English context. Challenges and strategies of L3 learning are explored as data from a survey and interviews were analyzed. Twenty-eight (n = 28) international students were asked to answer Likert-scale and ­open-­ended questions regarding their L3 learning experience. Select ­participants were also interviewed. The quantitative and qualitative results show that learning an L3 not only offered international students an opportunity to strengthen their understanding of the relationship between language and culture, but also allowed them to position themselves as multilinguals within the globalized world context. Furthermore, the data reveal that technology is an integral part of international students’ L3 learning process, but that additional support is needed. This chapter also discusses ideas including technology-e­nhanced language learning to assist international students in their L3 learning experience in higher education.

The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored English as a Foreign Language (EFL) context of Saudi Arabia. Ninety-six Arabic undergraduate college-level EFL students (56 males, 40 females) answered the Arabic version of the Foreign Language Classroom Anxiety Scale (FLCAS – Horwitz, Horwitz, & Cope, 1986). The analyses revealed that Saudi multilinguals suffered from low to moderate levels of FLA with female participants experiencing more anxiety than their male counterparts. Multiple regression analyses revealed that gender and self-perceived proficiency explained over a quarter of variance in FLA. Furthermore, the study did not find any role of experience abroad in predicting FLA.

The shift in the function of English as a medium of instruction together with its use in knowledge construction and dissemination among scholars continue to fuel the global demand for high-level proficiency in the language. These components of the global knowledge economy mean that the ability of nations to produce multilinguals with advanced English proficiency alongside their mastery of other languages has become a key to global competitiveness. That need is helping to drive one of the greatest language learning experiments the world has ever known. It carries significant implications for new research agendas and teacher preparation in applied linguistics.

Evidence-based decision-making, whether it pertains to language policy decisions, instructional practices, teacher professional development or curricula/program building, needs to be based on a rigorous and systematically pursued program of research and assessment.

This paper seeks to advance these objectives by identifying new research foci that underscore a student-centered approach.

It introduces a new theoretical construct – multilingual proficiency – to underscore the knowledge that the learner develops in the process of language learning that makes for the surest route to the desired high levels of language proficiency. The paper highlights the advantages of a student-centered approach that focuses on multilingual proficiency for teachers and explores the concomitant conclusions for teacher development.