Knowing at least two languages is ubiquitous in today’s globalized world. Most educational, social, and work settings require fluency in a foreign language. Educational programs of higher educational establishments of Ukraine include teaching foreign languages as an obligatory subject. This study makes an overview of some research works in this field. Language-related problems typically take shape in response to language contact among individuals and societies as well as in adopting and adapting to technologies that function linguistically in society. Nine clusters of such issues are included in The Concise Encyclopedia of Applied Linguistics [1]. One of these clusters presents issues of multilingualism from personal and cognitive issues associated with speaking more than one language to issues arising in education and the physical spaces in society where language is visible. There are new concepts here such as multicompetence and trans-languaging to study the capabilities and performance of people who speak more than one language. They study emersion education designed to increase academic language competence in more than one language and to afford status to and maintenance of more than one language in society. They study linguistic landscapes that reveal the roles and status of certain languages as well as the degree of multilingualism in a geographical area. Multilingualism within a region often intersects with language policy and planning whereby particular actors attempt to manage the use of certain languages for the good of society or the benefit of a particular group. Illustrations of language policy and planning through the lens of linguistics appear in the entries on Russification in the Soviet and Post-Soviet era as well as on the English-only movement in the United States. Over the past decades issues of language learning and teaching have grown in significance and complexity as they intersect with both globalization and technology. In these entries readers will see the unique case that language teaching presents in education, where specialist methodologies such as form-focused instruction, genre-based language teaching, and corpus linguistics in language teaching have been developed by linguists to address educational needs that take into account the nature of language and language learning. Such language teaching methodological contributions from applied linguistics come in part from applied linguists’ study of second language development. Attention, noticing, and awareness in second language acquisition explain researchers’ investigations of how the human mind processes language during learning in order to organize and learn the new language. Broader aspects of human cognition and personality are described in chaos / complexity theory for second language acquisition. The entries on the topic of language assessment and testing include assessment of writing, rating oral language, and validation of language assessments. The European Union has promoted cognitive approaches to translation and cultural approaches to translation that hint at the complex interface between communication needs, technologies, and translation and interpreting. They intersect with the study of language for specific purposes. Such practices are described in the entry needs analysis and syllabus design for language for specific purposes. The context-specific examination of vocabulary, lexical phrases, grammar, and discourse is evident in entries including English for business, vocabulary and language for specific purposes, and genre and discourse analysis in language for specific purposes. Another cluster of entries illustrates applied linguists’ approach to World Englishes, the varieties of English that are used internationally by people for whom English may or may not be their native language and who may not live in the traditional centers of English use. The linguist’s study of actual English use, in contrast to the linguist’s study of the idealized native speaker, makes World Englishes and their use a topic of importance. Entries such as intelligibility in World Englishes and English in Asian and European higher education describe areas of research in World Englishes intertwined with nearly all language-related issues. It is necessary in the increasing language contact and solidifying language communities as well as in creating new approaches for language teaching, assessment, translation, and analysis. The entries on technology and language highlight some of the areas where the interface between technology and language-related problems creates a new layer of issues that might be conceived of as technology studies in applied linguistics. The nature of technology studies constantly evolves with new technologies, needs, uses, and participants, but the entries in this cluster, such as computer-mediated communication and second language development, natural language processing and language learning, and multimodal discourse analysis, provide a glimpse of the many current and future areas of research. [1, p.1].Language Learning and Teaching, Language Policy and Planning, Language for Specific Purposes, Linguistic Analysis for Applied Problems, Multilingualism, Research Methods, Second Language Development, Technology and Languages, Translation and Interpreting, and World Englishes are to be thoroughly studied for the sake of the linguistic success.The linguistic and cognitive contributions of bilingual and monolingual experiences on foreign language learning present some of the empirical evidence positing that bilingual experience could contribute to foreign language learning success[2, p.1]. The linguistic and cognitive views of foreign language learning, covering the convergent and divergent points between second and third language learning are considered in work [3, p.1]. It examines social, cultural, and psychological aspects of second language learning experiences and offers practical approaches and up-to-date research for researchers, students, and educators in psychology, education, and second language fields. Prof. A. Padilla studies academic performance of students from immigrant home backgrounds. His research follows three major strands: (1) resilient students who achieve high levels of academic performance despite coming from immigrant home backgrounds that pose multiple challenges to educational excellence, including adaptation to U.S. culture and English; (2) acculturation and acculturation stressors including learning a second language that impact the social and psychological well-being of immigrant youth; and (3) involving second language learning and teaching, and strategies for achieving bilingual proficiency and biculturalism especially among heritage speakers of Spanish and several Asian languages. The main aspects of the research are: Positive Second Language Caring (PSLC), Positive Second Language Doing (PSLD), Positive Second Language Being (PSLB).The professional development for world language educators from elementary to high and higher school with the goal of improving language teaching pedagogy in the public and educational sector is of great importance. This can be understood in different aspects: Second Language Acquisition, Dual Language Immersion Education, Foreign Language Instruction, Educational Psychology and Positive Psychology. Different home backgrounds pose multiple challenges to educational excellence. For example, in the USA, three major strands are evident: (1) resilient students who achieve high levels of academic performance despite coming from immigrant home backgrounds that pose multiple challenges to educational excellence, including adaptation to U.S. culture and English; (2) acculturation and acculturation stressors including learning a second language that impact the social and psychological well-being of immigrant youth; and (3) studies involving second language learning and teaching, and strategies for achieving bilingual proficiency and biculturalism especially among heritage speakers of Spanish and several Asian languages. Prof. Padilla and Prof. Chen are the editors of: Positive Psychology and Learning a Second or Third Language (Frontiers in Psychology, 2020. Learning a second language is of interdisciplinary character including development and educational psychology, second/foreign language teaching and learning, positive psychology and education. The research in this field can be found in different forms and in a series of publications in leading journals in the field of psychology, education, and language, such as Educational Psychology Review, Journal of Happiness Studies, Journal of Positive Psychology, International Journal of Educational Research, International Journal of Applied Linguistics, Foreign Language Annals, International Journal of Bilingualism, System, Journal of Bilingual Education and Bilingualism, Journal of Multilingual and Multicultural Development. Positive Psychology and Second Language Education applies a positive psychology perspective to theory, research and practice related to the teaching and learning of the second or foreign languages (L2) for all ages, incorporating related fields of applied linguistics, education, and psychology. Central topics include positive psychological, cultural and social aspects of L2 learning experiences and environment contexts for usage of the L2, individual traits and strengths in L2 learners and teachers that enable people to thrive within the contexts of two or more languages. Chapters cover both positive second language “caring”, “doing” and “being”, focusing on the necessary factors for successful language learning as well as its impact on self and well-being. Positive Psychology and Second Language Education aims to provide a holistic approach to understanding L2 teaching and learning from the perspective of positive psychology. It is a useful resource for researchers and students in psychology, education, and L2 fields, as well as professional educators seeking to better understand the cognitive and linguistic research surrounding bilingualism. The problems of education and learning: development &education of youth in diverse societies, ILS – language acquisition, processing and disorders, and ILS – language and education are considered in work [4, p.1]. They include the underlying mechanisms driving the bilingual advantage in learning English as a foreign language (EFL) among kindergarten-aged children. In this work the results showed that bilingual children outperformed monolinguals in English receptive vocabulary, but only for noncognate words. Study [5, p.1] examines the impact of bilingualism and multilingualism on second language acquisition, with a focus on cognitive processing, linguistic transfer, and learning efficiency. Based on research and case studies, it explores how bilingual individuals demonstrate enhanced working memory, executive control, and metalinguistic awareness. These insights contribute to developing evidence-based strategies for multilingual education and optimizing language acquisition in diverse learning environments.
Sources
[1] The Concise Encyclopedia of Applied Linguistics Edited by Carol A. Chapelle, 2020 © 2020 John Wiley & Sons Inc https://download.e-bookshelf.de/download/0013/4082/73/L-G-0013408273-0037539719.pdf
[2] Bilingualism, Foreign Language Learning, and Cognition: Insights for Education, first online August 2022 https://www.google.com/search?q=Bilingualism%2C+Foreign+Language+Learning%2C+and+Cognition%3A+Insights+for+ Education&rlz=1C1GCEA_enUA889UA889&oq=Bilingualism%2C+Foreign+Language+ Learning%2C+and+Cognition%3A+Insights+for+Education&gs_lcrp=EgZjaHJvbWUyBgg AEEUYOdIBCDQyNTlqMGo3qAIIsAIB&sourceid=chrome&ie=UTF-8
[3]. Positive Psychology and Second х3ъ Language Education, book by Amando Padilla and Xinjie Chen, 2025 https://www.google.com/search?q=Positive+Psychology+and+Second+Language+Education&rlz=1C1GCEA_enUA889UA889 &oq=Positive+Psychology+and+Second+Language+Education&gs_lcrp=EgZjaHJvbWUyDgg AEEUYExg5GOMCGIAEMgkIARAuGBMYgAQyCggCEAAYExgWGB4yCggDEAAYExgWGB4yBwg EEAAY7wUyBwgFEAAY7wUyBwgGEAAY7wUyBwgHEAAY7wUyBwgIEAAY7wXSAQgyNjEzajBq N6gCCLACAQ&sourceid=chrome&ie=UTF-8#vhid=F_iAQ2PjPQTIXM:&vssid=l
[4] Effects of bilingualism on foreign language learning during kindergarten years: investigating underlying mechanisms by Sumeyye Koskulu. Oct 2025
https://research-portal.uu.nl/en/publications/effects-of-bilingualism-on-foreign-language-learning-during-kinde/
[5] Vol. 78 No. 1 (2025): PEDAGOGS INTERNATIONAL RESEARCH JOURNAL | PEDAGOGS | PED | VOLUME-78 | ISSUE-1: 2025-03-16 by Murodullayeva Shaxrizoda Akmaljon qizi, https://scientific-jl.com/ped/article/view/5146
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