Exploring the Relationship between Bi-multilingualism, Cognition and Communicative Competence among Students of Redeemer's University, Nigeria

The relationship between multilingualism and cognitive development has attracted considerable attention in applied linguistics, psycholinguistics, and educational research. While colonial languages often enjoy greater prestige than indigenous languages in many multilingual societies, recent studies suggest that multilingual competence may contribute positively to cognitive flexibility, problem-solving abilities, and communicative effectiveness. This study investigates the relationship between bi-multilingualism, cognition, and communicative competence among undergraduate students of Redeemer’s University, Ede, Nigeria. Drawing on Stephen Krashen’s language acquisition theory and Lev Vygotsky’s sociocultural theory of cognitive development, the study examines how exposure to multiple linguistic systems influences students’ cognitive processes and communicative performance. Using a psycho-sociolinguistic approach, the research explores whether bilingual students demonstrate enhanced cognitive and communicative capacities compared with their monolingual peers. The findings are expected to contribute to ongoing debates on language policy, multilingual education, and the promotion of indigenous languages in Nigeria. The study recommends increased support for multilingual language practices in educational settings as a means of fostering cognitive and communicative development.