Open-mindedness is an important psychological factor, which, as previous research suggests, is linked to several advantages facilitating language learning. For example, it is connected to more developed emotional intelligence and communicative skills (Ożańska-Ponikwia, 2016), motivated learning (Ueki & Takeuchi, 2013), frequent use of different learning strategies (Griffiths, 2008), critical thinking (Bidjerano & Dai, 2007), and skills, attitudes and behaviour associated with intercultural competence (Piechurska-Kuciel, 2020).
Given the benefits of open-mindedness for language learning, the current study seeks to explore how multilingualism and other related factors are linked to this personality trait in school students. The study aims to answer the following research questions:
·To what extent is open-mindedness linked to students' multilingualism and self-identification as multilingual in secondary school students?
·To what extent is open-mindedness associated with other related factors, such as L3 learning in school, proficiency in foreign languages studied at school, friendship with people whose home languages differ from the official language, migration background, experience living abroad, and gender?
The study involved 593 students from seven Norwegian secondary schools. Drawing on the quantitative data collected with the Ungspråk questionnaire (Haukås et al., 2021), the presentation will discuss the research findings. It will show the extent to which multilingualism and other factors are associated with students' open-mindedness and which ones have the largest effect size on this psychological trait. Finally, the potential of promoting multilingualism and enacting multilingual policies in schools for enhancing students' open-mindedness will be discussed.
References:
Bidjerano, T., & Dai, D. Y. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences, 17(1), 69–81. https://doi.org/10.1016/j.lindif.2007.02.001.
Griffiths, C. (2008). Strategies and good language learners. In Carol Griffiths (Ed.), Lessons from good language learners (pp. 83–98). Cambridge: Cambridge University Press.
Haukås, Å., Storto, A., & Tiurikova, I. (2021). Developing and validating a questionnaire on young learners' multilingualism and multilingual identity. The Language Learning Journal, 1-16.
Ożańska-Ponikwia, K. (2016). Personality, Emotional Intelligence and L2 use in an immigrant and non-immigrant context. In D. Gabry´s-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 175–191). Heidelberg: Springer. https://doi.org/10.1007/978-3-319-32954-3_10.
Piechurska-Kuciel, E. (2020). The Big Five Study in SLA: Future Directions and Pedagogical Implications. In The Big Five in SLA (pp. 151-176). Springer, Cham.
Ueki, M., & Takeuchi, O. (2013). Forming a clearer image of the ideal L2 self: The L2 motivational self system and learner autonomy in a Japanese EFL context. Innovation in Language Learning and Teaching, 7(3), 238–252. https://doi.org/10.1080/17501229.2013.836205
