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THE IMPORTANCE OF CROSS-LINGUISTIC INFLUENCE (CLI) IN
ENHANCING PLURILINGUAL COMPETENCE
Isanova Zebuniso Shavkatovna
Samarkand State Institute of Foreign
Languages, Teacher
+998333588086
isanovazebuniso@gmail.com
https://doi.org/10.5281/zenodo.15661526
Abstract
This article analyzes the role and importance of Cross-Linguistic Influence (CLI)
in the development and enhancement of plurilingual competence. The study
highlights the methodological advantages of establishing effective interrelations
between languages in the process of language learning for philology students.
Based on the Common European Framework of Reference for Languages (CEFR),
it explores the possibilities of developing communicative and metalinguistic
competences through CLI.
Keywords
: plurilingual competence, cross-linguistic influence (CLI),
metalinguistic awareness, CEFR, language learning strategies
Introduction
In modern language education, developing plurilingual competence implies
not only knowing multiple languages but also using them harmoniously,
contextually appropriately, and in a culturally sensitive manner. From this
perspective, Cross-Linguistic Influence (CLI) is recognized as one of the key
factors in the language learning process.
The concept of plurilingual competence was introduced in 2001 by the
Council of Europe as one of the core language competences within the CEFR
(Common European Framework of Reference for Languages). It refers to the
ability to acquire and use several languages in an integrated and contextually
appropriate manner (Council of Europe, 2020). Jessner (2006) interprets
plurilingualism not merely as knowledge of several languages, but as the ability
to manage the dynamic interrelations among these languages. This approach
lays the foundation for the development of metalinguistic and metacognitive
skills.
Cross-Linguistic Influence (CLI) refers to the transfer of knowledge, skills,
or linguistic habits from one language to another (Odlin, 1989). The
phenomenon of CLI has been extensively studied in psycholinguistics,
sociolinguistics, and second language acquisition methodologies. Jarvis &
Pavlenko (2008) emphasize that CLI can manifest not only at grammatical and
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phonetic levels but also through cognitive and sociocultural factors. CLI may
appear as either positive (facilitating language acquisition) or negative (causing
errors), significantly affecting the speed, quality, and stability of language
learning.
CLI refers to phonological, lexical, grammatical, or pragmatic changes that
occur as a result of the influence of previously learned languages during the
acquisition of a new language. It manifests in two forms:
Positive CLI
: Similarities between the previously learned language and
the target language facilitate acquisition.
Negative CLI
: Differences or incorrect generalizations lead to errors.
For a plurilingual learner, CLI serves as a cognitive tool that activates
mental processes during language switching.
In the formation of plurilingual competence, CLI acts as a key mechanism,
especially evident when learning a third or additional language (Cenoz & Gorter,
2011). Multilingual individuals strategically use their existing linguistic
resources to acquire new languages, contributing to the development of the
“translanguaging” approach. Bialystok (2001) notes the high level of
metalinguistic awareness among plurilingual individuals, linking this awareness
to successful CLI management.
Methodological literature recommends effective ways to integrate CLI into
the learning process. Cook (2003), through his “multicompetence” theory, views
language learners not as isolated individuals but as cognitively multilingual
systems. This perspective supports teaching students to strategically acquire
new languages by relying on their previously learned ones. Nation (2001)
empirically confirms that vocabulary development can be enhanced through CLI.
Empirical research shows that applying CLI in education improves language
learning outcomes. For instance, in a study conducted by Cenoz (2013) in Spain,
learners of Basque, Spanish, and English demonstrated significant progress in
plurilingual competence through CLI-based methods. Furthermore, by designing
CLI-based exercises, students can identify grammatical structures across
languages and independently explore language differences (Jessner, 2006).
Advantages of CLI in Developing Plurilingual Competence
Activates transversal competences
: such as critical thinking, self-
assessment, and intercultural communication readiness.
Enhances metalinguistic competence
: learners identify similarities and
differences among languages, increasing linguistic awareness.
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Encourages strategic learning
: CLI-based approaches help learners form
personalized learning strategies.
Strengthens integration among languages being learned
: language
learning becomes systematic rather than isolated.
Methodological Approaches Based on CLI
Contrastive analysis
: identifying similarities and differences between the
target language and the learner’s native or previously learned languages.
Translational tasks
: serve to develop translation and mediation
competences.
Interlingual strategies
: help learners acquire language through
comparison of word formation, grammar structures, and stylistic features.
Conclusion
Cross-Linguistic Influence (CLI) serves as a strong methodological
foundation for the formation and enhancement of plurilingual competence. For
philology students, using CLI in the language learning process activates linguistic
thinking and supports the development of competences aligned with CEFR
standards. Therefore, CLI-based approaches should be recognized as one of the
priority directions in language education strategies.
References:
1.
Council of Europe. (2020). Common European Framework of Reference for
Languages: Learning, Teaching, Assessment – Companion Volume. Strasbourg:
Council of Europe Publishing.
2.
Cook, V. (2003). Effects of the Second Language on the First. Multilingual
Matters.
3.
Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic Influence in Language and
Cognition. Routledge.
4.
Cenoz, J., & Gorter, D. (2011). A Holistic Approach to Multilingual
Education: Introduction. The Modern Language Journal, 95(3), 339–343.
5.
Odlin, T. (1989). Language Transfer: Cross-Linguistic Influence in
Language Learning. Cambridge University Press.
6.
Jessner, U. (2006). Linguistic Awareness in Multilinguals: English as a
Third Language. Edinburgh University Press.
7.
Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and
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Little, D., Goullier, F., & Hughes, G. (2011). The European Language
Portfolio: Guide for Developers. Council of Europe.
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Kramsch, C. (1998). Language and Culture. Oxford University Press.
