Multilingual Language Learning in EFL Education : A Systematic Literature review

Abstract: The aim of the present study was to give a systematic overview of research literature on how bilingual and plurilingual EFL learners at secondary and tertiary education acquire/learn English. By searching three databases, nine peer-reviewed articles were chosen, categorised and analysed. The results indicated that multilinguals use learning strategies, as well as using certain languages for different contexts and tasks. Proficiency might also affect when their languages were used, since proficiency influenced learning strategies. To improve the Swedish EFL education for multilinguals, teachers need to help their pupils to become aware of their own learning by reflecting and thinking about their language production. Teachers need to provide instructions to pupils of how to improve their metacognition, thus becoming more autonomous learners. For multilinguals to achieve this, translanguaging is an important part of EFL education. This means that the teacher-education also needs to educate teachers on how to instruct others in metacognition and other learning strategies. Further investigations concerning both the teachers’ perspective and additional research into multilinguals’ EFL learning are needed.