LANGUAGE ACQUISITION IN BILINGUAL AND MONOLINGUAL CULTURES: COGNITIVE, PEDAGOGICAL, AND SOCIOCULTURAL PERSPECTIVES

Abstract

This article examines language acquisition in bilingual and monolingual cultures from cognitive, pedagogical, and sociocultural perspectives. The study explores how different linguistic environments influence language development, communication skills, academic achievement, and cultural identity formation among learners. While monolingual contexts often provide stability and depth in one linguistic system, bilingual environments contribute to cognitive flexibility, enhanced problem-solving abilities, and intercultural competence. The article further analyzes the pedagogical implications of bilingualism and monolingualism in modern education, particularly within multilingual societies and globalized educational settings. Special attention is given to the sociocultural factors affecting language acquisition, including family background, educational policy, social interaction, and cultural exposure. The research emphasizes that both bilingual and monolingual learners possess unique linguistic advantages, and effective educational approaches should recognize the cognitive and cultural diversity of learners.