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<p>This paper presents a systematic review of literature on multilingualism in educational contexts, covering the period from 2010 to 2022. The review aims to explore the challenges and benefits of multilingualism in educational space, identify current research trends, and highlight gaps that could inform future studies. Using a structured methodology and targeted keyword searches across multiple academic databases and online sources, 34 relevant studies were selected for analysis. The review reveals that multilingualism research in challenging educational environments primarily concentrates on pedagogical practices, the use of first languages as mediums of instruction, academic performance, and the value of multilingualism as a resource. The findings indicate that multilingual practices, including translanguaging and language-openness strategies, can be effectively implemented in resource-constrained and culturally diverse settings. Nonetheless, a significant gap exists in research focusing on regions like South Africa with high linguistic diversity, indicating the need for further studies. This review provides a theoretical foundation for integrating multilingualism in challenging educational environments and guides future research and policy development.</p>

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Challenges, benefits and policy implications of multilingualism in educational contexts

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月9日

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  • Kirstin Anthony,
  • Margaret Funke Omidire,
  • Shuaib Abolakale Muhammed

摘要

This paper presents a systematic review of literature on multilingualism in educational contexts, covering the period from 2010 to 2022. The review aims to explore the challenges and benefits of multilingualism in educational space, identify current research trends, and highlight gaps that could inform future studies. Using a structured methodology and targeted keyword searches across multiple academic databases and online sources, 34 relevant studies were selected for analysis. The review reveals that multilingualism research in challenging educational environments primarily concentrates on pedagogical practices, the use of first languages as mediums of instruction, academic performance, and the value of multilingualism as a resource. The findings indicate that multilingual practices, including translanguaging and language-openness strategies, can be effectively implemented in resource-constrained and culturally diverse settings. Nonetheless, a significant gap exists in research focusing on regions like South Africa with high linguistic diversity, indicating the need for further studies. This review provides a theoretical foundation for integrating multilingualism in challenging educational environments and guides future research and policy development.