Psychological Mechanisms and Teaching Strategies of Multilingual Education from a Cross-cultural Perspective

Abstract

Today, with the deepening of globalization, multilingual ability has become the core ability for individuals to participate in international communication and adapt to a diverse society, and the importance of multilingual education is increasingly prominent. However, there is often a problem of "emphasizing language skills over cross-cultural integration" in current practice, which makes it difficult for learners to balance the improvement of "language ability" and "cultural adaptability". This article starts from a cross-cultural perspective and combines cognitive psychology, educational psychology, and socio-cultural theory to dissect the core psychological mechanisms of multilingual education - cognitive level language transfer and working memory regulation, emotional level cultural anxiety and motivation stimulation, and socio-cultural level identity recognition and cultural adaptation. On this basis, referring to the UNESCO Framework for Multilingual Education and the practices of the European Union and China, adaptation strategies such as culturally integrated curriculum design and differentiated teaching support are proposed. In order to provide theoretical references and practical directions for multilingual educators, help learners learn language skills well, cultivate cross-cultural communication awareness and abilities, and achieve the dual goals of "learning language" and "cultivating literacy". The research is promoted through literature review, theoretical integration, and case analysis. The content is sourced from journals such as Applied Cognitive Psychology, authoritative policy documents, and teaching achievements available in domestic and foreign schools, with no fictional content.