Language, Identity, and Cognitive Equity:

Rethinking Multilingualism in Migrant-Inclusive EFL Pedagogy

Abstract

The growing linguistic diversity in European classrooms, shaped by migration, presents both opportunities and challenges for English as a Foreign Language (EFL) education. This study examines how migration-based multilingualism can serve as a pedagogical resource rather than a deficit. Based on a six-month qualitative study in a linguistically diverse European region, it explores three themes: cognitive benefits of multilingualism in EFL learning, the relationship between language attitudes and student identity, and
policy approaches to inclusive education. Data from multilingual students and monolingual EFL teachers—collected through interviews, classroom observations, and policy analysis—reveal a tension: while students employ cross-linguistic strategies, classroom practices often discourage home language use, reinforcing stigma and limiting benefits. Teachers acknowledge the value of multilingualism but lack training to integrate it. Drawing on successful models, the study recommends translanguaging pedagogy, multilingual assessment frameworks, and community initiatives, concluding that systemic reform is essential to achieve linguistic equity and inclusion.