Multilingual Practices and their Pedagogical Implications for ESL Instruction at Njala University and Eastern Technical University in Sierra Leone

This study investigates the impact of multilingualism on English language learners cognitive processes and language development at both Njala University and Eastern Technical University in Sierra Leone. The study mainly examines the impact of varying degrees of English language competencies and proficiencies in multilingual environments on cognitive functions such as memory, attention, and problem-solving, as well as the overall linguistic growth of university learners. Employing a mixed-methods approach, data were collected from 1,000 respondents through questionnaires, in-depth interviews, focus groups, and classroom observations to collect data from students. The findings revealed that multilingualism significantly influences English language proficiency, with both positive and negative effects. The study highlighted the role of multilingualism in enhancing cognitive skills and language acquisition, while also identifying challenges such as language interference and limited exposure to English. Recommendations for educational policies and teaching strategies were provided to mitigate the challenges and leverage the benefits of multilingualism in enhancing English language learning and acquisition.