The effects of plurilingualism and pluriculturalism on divergent thinking: testing the moderating role of personality traits

Kharkhurin, Anatoliy V.; Koncha, Valeriya; Charkhabi, Morteza

doi:10.1080/13670050.2023.2232521

International Journal of Bilingual Education and Bilingualism

2023

DOI: 10.1080/13670050.2023.2232521

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The effects of plurilingualism and pluriculturalism on divergent thinking: testing the moderating role of personality traits

Anatoliy V. Kharkhurin

Valeriya Koncha

Morteza Charkhabi

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2024

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Cited by 4 publications

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Are Bilinguals More Creative Than Monolinguals? A Meta‐Analysis

Acar,

Balayar,

Ozcelik

et al. 2024

Journal of Creative Behavior

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This study synthesizes quantitative research on the relationship between creativity and bilingualism. Extant literature underlines the role of developmental, cognitive, and socio‐cultural factors to explain the nature of the relationship between creativity and bilingualism. While decades of research frequently indicate a positive link, contrary or mixed evidence has also been documented, necessitating a comprehensive analysis of existing quantitative data to understand the direction and strength of this relationship. Additionally, identifying factors contributing to inconsistent outcomes is crucial. Thus, we estimated the mean effects and examined various potential sources of variation, including study and participant characteristics, as well as measurement and bilingualism‐related factors, to shed light into the heterogeneity. Addressing these objectives, we analyzed 312 effect sizes from 39 studies (N = 4,917) and found a mean effect size of Pearson r = .181, 95% CI [.096, .263]. This finding shows that bilinguals are overall more creative than monolinguals. Furthermore, a significant difference was observed in the mean effects between test modality categories, with studies using numerical modality reporting significantly larger effect sizes compared to those using action/movement modality. We discuss the findings with research and practical implications.

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Are Bilinguals More Creative Than Monolinguals? A Meta‐Analysis

Acar,

Balayar,

Ozcelik

et al. 2024

Journal of Creative Behavior

View full text Add to dashboard Cite

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The enhancement of creativity through foreign language learning: Do personality traits matter?

Li,

Wei

2024

Bilingualism

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This study investigates how L2 proficiency contributes to creativity in relation to personality among 205 young adolescent English-as-a-foreign-language learners from rural China. Participants completed the Cambridge A2 Key for Schools English Test to assess English proficiency, the Chinese Big Five Personality Inventory to evaluate personality traits, and the Evaluation of Potential Creativity to measure creativity, operationalized as divergent and convergent thinking in verbal and graphic domains. Pearson correlation analyses revealed that L2 proficiency was positively associated with both divergent and convergent thinking across verbal and graphic domains, while Openness to Experience and Extraversion were positively linked to creativity components, albeit partially depending on the domain. Conscientiousness, Agreeableness, and Neuroticism showed no significant associations with creativity. Structural equation modeling further demonstrated that L2 proficiency, Openness, and Extraversion directly co-predicted creativity components, excluding convergent thinking in the verbal domain.

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A paradigmatic shift in the relationship between bilingualism and creativity: Plurilingual creativity approach

Kharkhurin

2024

Bilingualism

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This article delves into the intricacies of the relationship between bilingualism and creativity. It provides an overview of past research and examines its methodology. It introduces a multilingual creative cognition theoretical framework that focuses on the cognitive mechanisms underlying creative potential and how these mechanisms might benefit from an individual’s multilingual abilities. The link between multilingualism and creative potential is explained by multilingual developmental factors such as proficiency, age, and sociocultural context of language acquisition, as well as cognitive functions such as language-mediated concept activation, selective attention, code-switching, and metaphor. However, the multilingual creative cognition approach takes a narrow perspective. By synthesizing empirical evidence and theoretical insights, the article proposes a plurilingual creativity framework – a multifaceted approach that transcends traditional bilingualism and creative cognition frameworks. It underscores the significance of a comprehensive language repertoire, multicultural experiences, and intercultural competence as pivotal elements enriching various aspects of creative endeavor. The article also introduces the Plurilingual Intercultural Creative Keys educational program, which aims to develop plurilingual, intercultural, and creative capabilities in educational settings. Through a holistic analysis, this study contributes to a nuanced understanding of the relationship between linguistic and cultural diversity and creativity. It also suggests practical implications for fostering linguistic and creative skills in a globalized context.

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The effects of plurilingualism and pluriculturalism on divergent thinking: testing the moderating role of personality traits

Cited by 4 publications

References 52 publications

Are Bilinguals More Creative Than Monolinguals? A Meta‐Analysis

Are Bilinguals More Creative Than Monolinguals? A Meta‐Analysis

The enhancement of creativity through foreign language learning: Do personality traits matter?

A paradigmatic shift in the relationship between bilingualism and creativity: Plurilingual creativity approach

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