Adquisición de un tercer idioma por medio del bilingüismo

The ability to speak multiple languages has become increasingly relevant in today's globalized and multicultural society. While exposure to foreign languages through digital media is common, developing proficiency in a third language (L3) remains a complex process influenced by cognitive, affective, and educational factors. This qualitative study explores the challenges faced by 26 bilingual high school students in learning a third language, focusing on their perceptions of acquiring French (L3) through English (L2). The findings indicate that prior knowledge of English facilitates the learning of French by allowing students to identify grammatical and structural similarities, which accelerates cognitive connections and language acquisition. Additionally, the study highlights the role of bilingualism in developing cognitive flexibility and problem-solving skills. However, difficulties were observed in oral and written production, underscoring the need for instructional strategies that leverage linguistic mediation while fostering communicative competence in the third language. The study suggests that future research should expand the sample size and examine the long-term effects of bilingualism on third-language acquisition in different linguistic contexts. From a pedagogical perspective, the results emphasize the importance of using L2 as a bridge for L3 learning, incorporating strategies that maximize language transfer while addressing the specific challenges of multilingual education.