Good afternoon and welcome to my research proposal seminar. My name is Hilmiyati Endriyana.

Today I will explain my research topic on Multilingual Language Acquisition using Triangulation with
a comparison of three languages. This study is called Multilingual, because there are three languages
under this research investigation: Lani Wone, Bahasa Indonesia, & English. And this study is called
triangulation, because this study investigates those three languages comparison from two different
outlooks; the first outlook is from studying the languages’ system using Contrastive Analysis
Hypothesis and the second outlook is from studying the language users/the speakers using Students’
Language Awareness.

The first slide of introduction will show you the definition of languages under studies, abbreviation
that mainly used in this study, study background and research questions.

(mention one by one)

My study background, based on previous study about crosslinguistic by Westergaard in 2021, that
stated an argument about the co-activation of corresponding structures in first language and/or
second language while acquiring third language. Or we can say that while studying a new language,
the corresponding structures or the similarities in speakers’ initials languages are also being
activated corporately.

This study and most of the studies in language comparison tend to claim that the similarities
between languages could facilitate language transfer while my study will see and consider language
differences as an area to learn more based on the theory by Vygotsky about ZPD. I argue that those
consideration would facilitate more language abilities such as ability to compare and contrast
languages to predict and prevent mistakes. This study will then see language comparison will
facilitate language acquisition not only by transferring languages but also by using language bridging
perspective.

Moreover, a study discussing about Linguistic capital by Kobepa in 2016 proposed an inclusive view,
that leveraging 1st language in instruction is educationally compulsory and it’s also part of the
speakers’ right (Kobepa, 2016). However, he asserted that the fully function resources are required.
Therefore, I am trying to design an innovative way to learn multilingual languages by including
speakers’ right to have their heritage language in instruction, leveraging Bahasa Indonesia as the
national and the operational language and also acquiring a global language in this case, English.

This study then will use those views to investigate language acquisition in an MLE and to prepare,
implement, & assess an instructional teaching (curriculum, module, & tests) suitable for local &
global settings. This investigation is significance for studies of heritage language maintenance,
transfer, comparison, & awareness.

This study seeks to answer six specific questions;

1. To measure students’ Language Comparison using the constructs of Language Awareness in

5 domains and Multilingual Ability Test in 6 skills. (it will use quantitative approach)
2. To define students’ Language situational environment using the concept of Language
Ecology (using qualitative approach)
3. To facilitate and predict translanguaging process using Contrastive Analysis Hypothesis in
studying 3 languages’ similarities and differences. (applied linguistic qualitative approach)
4. To design a Multilingual Learning Module based on the findings of LAw, MAT, LEco, CAH (A
coherent curriculum design)
 5. To assess the impact of MLA design from an intervention in students’ performance
(Statistical Comparison & Regression analysis quantitative approach)
6. To evaluate MLM from the perspective of learning participants. (focus group discussion)

My conceptual framework derives from reviewing previous literatures which are relevant and
specific concepts and theories for my research concerns.

Those relevant and specific theories and concepts lead me to design the interconnection of my
thoughts from building the theories and planning the product to investigating the implementation in
the teaching practice.