There is substantial evidence to demonstrate that being multilingual can enhance one’s ability in general learning. In a study conducted by Deyi, Simon, Ngcobo, & Thole (2007), it was shown that multilingualism is important for improving the communication skills of children, thus allowing them to develop their ability to think holistically, as communication skills would promote the development of “self-awareness, knowledge product and an ability to think innovatively in alternative disciplines” (Deyi et al., 2007). It also shows that being multilingual could equip children with better study skills. Children would be able to incorporate concepts into their understanding, as they would have to delve deeper into their own learning.

Being multilingual could improve one’s aptitude for language learning, particularly when learning a foreign language. A study conducted by researchers at University of Haifa (2011) displayed that students fluent in two languages find it easier to learn a third language, as compared to students fluent in only one language. It was also found that thepreservation of one’s mother tongue in a bilingual environment does not jeopardise the learning of a second language. In the study, students with Russian and Hebrew as their first and second languages respectively exhibited a higher level of competence in English as a foreign language. In contrast, students who speak only Hebrew as their first language found it more difficult to learn English as a foreign language, as compared to their bilingual counterparts. Also, the bilingual students displayed a higher level of proficiency in Hebrew, as compared to the students who are Hebrew monolinguals. This suggests that an individual’s fluency and skills in one language would be beneficial in the language acquisition of a second language. In turn, being competent in two languages can enhance one’s learning process of a third language.