Ramesh Kandel

  Research is always integral part of teaching profession. I have tried to explore an issue in our society which is also connected with English language teaching. In this study, I tried to find out the multilingual grounds from different perspectives. The study used qualitative methods, especially narrative. By interviewing four multilinguals and gathering and analyzing the information, the study attempted to solve the issue; of how individuals knowingly and unknowingly become multilingual during their life. How the sociocultural aspect assists in learning more than two languages? Due to the current trend of globalization, people become multilingual because of exposure to social media. The primary determinant of multilingualism is the language used as a means of instruction or the language employed within educational institutions. In this research, individuals acquired English as an additional language due to its mandatory inclusion in the formal education system in Nepal. Multilingualism is often attained when individuals reside in foreign countries where they are regularly exposed to the local language. Proficiency in multiple languages is also developed for professional advancement, academic pursuits, interactions with linguistically diverse communities in one's vicinity, and exposure to various languages through media channels. This study may be more worthwhile in the context of teaching English in the classroom, as students have the capability of acquiring different languages.

 

 

 

  Language is an organized system of communication that contains grammar and vocabulary. It is the primary means by which humans convey meaning both in spoken and written form. In other words, a language is such kind of system of human combination that contains a set of sounds and written symbols, and some languages don't have written symbols as well. According to Holtgraves & Kashima (2007), language can be viewed as a valuable instrument of communication, enabling individuals to create and exchange meanings. It is essential to recognize that the use of language can lead to unforeseen outcomes for its users. Human beings rely on language to engage in meaningful conversations and express their emotions.

  Language is the means of interaction between people, and it is a vital part of human acts. During the conversation, the interlocutors use language to share their views, emotional states, intents, and so on. It is impossible to imagine sharing ideas and feelings among people in the absence of language. Varieties of explorations have been conducted to find out how individuals acquire his/her first and additional languages.

  Language serves as a tool for social engagement, facilitating the creation and upkeep of social connections. The advent of advanced technology has empowered individuals to sustain relationships with individuals who reside in distant locations and possess varied nationalities, languages, and cultures. This technological progress has effectively transformed the world into a closely interconnected global community. To effectively communicate and foster fruitful interactions among people with diverse nationalities, languages, and cultural backgrounds, it becomes imperative for them to acquire a shared language.

 

 

This study is mainly focused on exploring the causes of multilingualism and the socio-cultural aspects in learning multiple languages. Globalization and working abroad culture promotes multilingualism. Different multi-linguals have their own stories or experiences of being literate in different additional languages. Those experiences and histories of the individuals will be drawn out in the context of multilingualism. Different purposes like; academic, professional, employment overseas, etc. make people multilingual. The research will explore the grounds of multilingualism by using narrative methods and mainly focuses on how people become multilingual. 

 

   For this study, I use narrative inquiry as a research methodology. Opinions, experiences, and beliefs on the subject are valuable for this research. Webster & Mertova(2007) claims that stories permit us to watch what capability can do to people who are living that experience. It is the exact role of narrative to offer us a way of feeling those effects without experimenting with our own lives. The stories which the researchers collect dwell on the understanding that is eagerly used in the universe. In each community, there are a lot of stories that reflect human experiences in varieties of subjects. According to Connely and Clandinin (1990), the narrative method can extract individual as well as social life experiences in meaningful ways. The narrative is the means of collaboration between the researcher and research participants. Data collection is the life of research. Neupane, Gnawali, and Kafle (2022) claimed that narrative researchers are found to have used multiple strategies for collecting data. According to the purpose of this study, I have selected four people (2 male and two female) who are literate in more than two languages. I have attempted to include such participants who have at least two international languages and their experiences in acquiring those languages in their life. This is a narrative study, so; I interviewed the participants to draw on their experiences and life story acquiring more than three languages.

 

 

  Half of the population in the world is said to be multilingual. Knowingly and unknowingly people become multilingual during their lives. Grosjean & Miller,(1994) argue that language is a means of communication. Without language sharing ideas, information and feelings is impossible. Due to globalization, multilingualism became a need of people. Nepal is a multilingual country. According to the national census 2068, 123 languages are spoken in Nepal. The list of languages, according to the Language Commission of Nepal, had grouped 68 languages of the Sino-Tibetan family, 48 languages of the Indo-European family, and one each with (Uraon- Kudukh) of the Dravidian family, Austroasiatic family (Santhali) and a language with anonymous identity (Kusunda) as in different language families.

   

   In Nepal, the younger generation should gain a good command of English for higher education, career opportunity and to go overseas for higher study. Besides, English speaking history, Nepalese youths are learning Japanese, Korean, and Chinese to study abroad and search the job in overseas countries. If you explore gulf countries, a large number of Nepalese people learn the Arabic language while working there and the same case in Malaysia, thousands of Nepalese go to work in Malaysia to work and be literate in the Malay language. The globalization trend is making people around the world multilingual.

 

  Brown, Ayoob &Altarriba(2022) examined emotional processing and expression in East African multilingual, intending to conduct exploratory research on a population that is not well represented in the emotion processing literature. Noort (2014) claims that most conclusions that are drawn about multilingual processing are solely based on bilingual processing. In Kathmandu Valley, most of the children of 8 or 9 years of age can speak Hindi fluently and they have already acquired their first language and Newari children learn three languages; Newari, Nepali, Hindi, and obviously, they are literate in English as well and Newari language teaching and learning is mandatory in schools inside Kathmandu valley but it is up to the basic level of schooling. 

   

   According to Canagarajah& Wurr (2011), the need for increased focus lies in the way people from different communities interact with one another within online platforms such as chat rooms, Facebook, and other digital environments. In this modern phase, people interfere with different social media for communication and get access to exposure to different languages because videos of different languages bopping on the mobile screen or pc help people to learn different languages.

   

   Cenoz & Gorter (2011) argues that in recent years, there has been significant growth in the exploration of multilingualism, both from the standpoint of individuals and society. The research conducted on the impact of bilingualism on cognitive development and the acquisition of new languages demonstrates the advantages associated with being bilingual or multilingual. Due to the craze of globalization, monolinguals can get fewer benefits in comparison to multilingual. To use modern technologies in different sectors of the profession, individuals should use additional languages. Even in the farm, the farmers should know English because of the English catalog before using fertilizer or pesticides.

 

 

  The socio-cultural aspect assumes that one possesses knowledge regarding the national and cultural characteristics of the country where the language is being taught, as well as an understanding of the cultural aspects of verbal expression. This encompasses proficiency in linguistic and regional studies, such as familiarization with the background and lesser-known details about the target language's country, as well as comprehension of both verbal and non-verbal behaviors in oral communication scenarios, and the presence of non-equivalent lexical elements. It also involves familiarity with area studies, including knowledge about the country's natural and climatic conditions, societal, political, and economic peculiarities, as well as significant historical and cultural milestones of the target language's country. Moreover, cultural knowledge is essential, encompassing an understanding of traditions, customs, everyday life practices, and unique aspects of the national character and psychology specific to the country associated with the target language.

   

   Learning a new language is a challenging undertaking, and explaining the process of language acquisition can be equally perplexing. Applied linguists, who attempt to elucidate this process, face the dilemma of determining their primary areas of focus. According to Barkhuizen (2004), researchers often diverge in their starting points. Some emphasize the psychological factors involved in language learning, while others prioritize the social environment in which learning occurs. Still, there are those who argue that both perspectives should be taken into account, considering the wider sociopolitical contexts in which language learning takes place, including how learners are situated and position themselves.

 

 

   To study the additional language literacy of small children it is not necessary to go to the field we can have the research participants in our home or with neighbors. ''In some places in Africa or India, for example, a child can grow up with up to six languages at the same time. Each of these languages represents a different part of the culture of these countries''. Ouane (2009). I want to share my own experience with my 8-year-old son who is very smart in Hindi language. Nobody speaks Hindi at home and there is no one to speak this language nearby. But he can talk in Hindi expressively. This is the effect of cartoon networks broadcasted from different channels. Children learn additional language, especially from the media. And children also learn additional language through interaction with their friends. I am Brahmin but I can speak the Newari language because I learned this language in school age from my Newari friends.

 

  Individuals are determined to learn or gain proficiency in a foreign language as a result of their requirement for an additional language that would be advantageous in their educational and cultural pursuits. For instance, if an individual who only speaks Japanese wishes to explore or delve into the culture of an English-speaking nation, they must first acquire knowledge of the English language. Numerous students undertake journeys to foreign countries in order to pursue their studies, necessitating the acquisition of the languages spoken in those particular countries.

 

  Dev is 27 years old and has been staying in Korea on a working visa. My second language is English which is learned through formal, basic primary study in Nepal. The third language is Hindi which I learned from Indian movies and the fourth language is Korean which is learned while trying to go to Korea. He feels comfortable speaking the Korean language. He can write Korean well as he has got proficiency in three languages. Rayan, who is literate in four languages, has been in Norway for more than 10 years. These four languages are very much useful in my professional life to deal with and communicate with the native speakers of each of those nationalities. Soniya is literate in five languages. Urdu helps me communicate with my family, Hindi in my maternal family, and the Jaat language in the village. Nepali, being the official language, is used to communicate with people around, government official works, and read articles, books, news, and so on. Talking of English is most useful in the profession I am in as an INGO. Junco, a 37 years old Japanese lady, has been in Nepal for more than 10 years. She has been exposed to the Nepali language while staying with the Nepali community and can speak Nepali fluently. 

 

This study has discussed the causes of multilingualism. The most important factor for being multilingual is the medium of instruction or medium in schools. The participants in this study learned English as an additional language because English is compulsory in formal education in Nepal. People become multilingual while staying abroad where he/she is exposed to the language which is spoken where he/she dwells. To develop professional careers, for academic purposes, different languages in the neighborhood and from the media, people become multilingual or literate in more than two languages.

 

 

  This qualitative study found that people learn different languages in their lifespans. For different purposes; studying abroad, formal setting of education, profession, working in different socio-cultural settings, and employment, people learn languages or people become multilingual. They have the capability to acquire any language according to exposure and linguistic necessity during their life. In the English Language Classroom, teachers as well as students find English language learning challenging but there are opportunities for learning English if we provide a suitable environment of exposure to the students. Our students learn Hindi or other local languages without teachers and materials but why the students are weak in English as we have qualified teachers, materials, and teaching-learning process? This is the issue in the context of teaching the learning process in English language classrooms in our country, especially in community schools. 

 

 

 

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