Hello Arif Jawaid,

Among various competing discussions on multilingual education, some researchers have proposed a holistic rather than a separatist approach to multilingualism and TESOL (Cenoz & Gorter, 2011). These researchers tend to focus on the 

interface concerning  second language acquisition, multilingualism and education. They suggest that we should consider learner's repertoire of all languages  because  it is wrong to assume that second language learners  possess multiple and separate language repertoires. Under the holistic perspectivization,  multilingual speakers enjoy a fluid competence since the languages an individual knows are entwined influencing each other.Alternatively, the holistic view criticizes the monolingual bias adopted  in second language contexts , which regards only the targeted language as primary ignoring  learners' other languages.  The reason is that multilingual learners have the natural capacity of using their languages differently in various contexts defined by the existing circumstances. As such,   multilinguals' communicative competence and cognition  differ from  those of  monolingual speakers because their world views  are shaped and defined by all  languages accessible to them. Therefore, as you have rightly suggested in your insightful question , multilingual education and TESOL  should move towards addition rather than subtraction.

Best regards,

R. Biria

Hi Reza

The question in hand is about collection of data not the language learning in multilingual context. I think. Thanks!