Authors : Giuseppe Chiaramonte

Volume/Issue : Volume 10 - 2025, Issue 3 - March

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DOI : https://doi.org/10.38124/ijisrt/25mar1019

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Abstract : The Multilingual Acquisition Theory (MAT) is an educational framework designed to understand how people learn a second language by considering both internal (like motivation) and external factors (like cultural exposure). It is presented as a new way to look at language learning, different from traditional theories that might focus on just one aspect. MAT isn’t just theoretical; it offers real-world uses, such as designing curricula that foster student-centered learning and training teachers to better support English Language Learners (ELLs). This can help create environments where learners feel confident and motivated, enhancing their language proficiency over time. Unlike traditional theories, models, or frameworks emphasizing the effects of intrinsic or extrinsic influences on the second language learning process, MAT integrates these two factors into a dual-strand model thus acknowledging that learners’ self-efficacy, cognitive engagement, and motivation are shaped by instructional quality, social interactions, and external pressures. A key contribution of MAT is its emphasis on self-efficacy as a core determinant of linguistic proficiency, positioning it as both an outcome of and a prerequisite for successful language acquisition. The model also offers practical applications in curriculum development, teacher training, and learner assessment, advocating for dynamic instructional approaches that foster student-centered, contextually relevant language learning. By synthesizing cognitive and sociocultural perspectives, MAT provides a comprehensive and adaptable framework that informs pedagogical practices and supports diverse language learners in achieving long-term proficiency.

Keywords : Second Language Acquisition, Multilingual Acquisition Theory, Self-Efficacy, Language Learning, Intrinsic Orb of Influence, Extrinsic Orb of Influence, Cognitive Engagement, Sociocultural Theory, Linguistic Proficiency, Curriculum Development, Teacher Training,

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