10. Assessing Results of Language Learning In The Context Of Multilingualism. Gafiyatova Solnyshkina Bukach
(Abstract) Despite the growing popularity of multilingual language programs, their effects on students’
performance and competency are not yet well understood. Using a multifaceted approach
including contrastive analysis of speaking performance and grammar-vocabulary competency we
report on the research-in-progress conducted to verify the hypothesis that a
multilingual environment contributes to mastering a foreign language proficiency of B2 students and has minor (or no) beneficial effect on A2 students. Around 500 students, pursuing their
degrees at the Institute of Philology and Intercultural Communication in Kazan (Volga Region)
Federal University, were subjected to 2 series of proficiency tests based on CEFR principles and
Cambridge past papers to assess their speaking discourse and grammar-vocabulary competencies.
The first tests were held in September, 2022 while the 2nd set was conducted in December, 2022
and January, 2023 after an average of 147 guided hours of teaching English.
The data was then analyzed separately for three categories of participants:
•
A1-A2 monolinguals; B1-B2 monolinguals;
•
A1-A2 bilinguals; B1-B2 bilinguals (with the knowledge of
either Tatar or English
being solid);
•
A1-A2 multilinguals; B1-B2 multilinguals (with the knowledge of
both Tatar and
English being solid).
As it has been revealed, in their freshman year bilinguals (English+Russian) and multilinguals
(English+Russian+Tatar) demonstrate no significant progress, while monolinguals demonstrate
more noticeable progress than bilinguals with Tatar language. As regards 2
nd
year students, a
greater percentage of those in Tatar bilinguals group improve their level of English, compared to
all other categories. As for the 3
rd
year students, the greatest percentage of Tatar bilinguals
demonstrate English progress, compared to three other categories. There has also been an
attempt to determine whether the higher level of Tatar results in greater progress achieved while
learning English, but at the moment it seems that further research is necessary to either
completely reject or support this idea.
We plan to conduct iterative proficiency assessment at the end of each semester to monitor
students’ progress over the next four years. The research findings enhance our understanding of
the role that
