We aim to demonstrate the impacts of bi/plurilingualism (independent variable) on learning (dependent variable). This paper is based on the premise that the effects of plurilingualism manifest in various forms, depending on multiple cognitive, linguistic, sociolinguistic, and other factors and variables.

In this regard, we present the most prominent approaches to learning in the context of multilingualism, using a descriptive-analytical methodology, including the sociolinguistic approach that links learning to the social status of acquired and learning language, which leads to different types of bilingualism: additive and subtractive bilingualism. We also discuss the cognitive hypotheses proposed by researcher Jim Cummins, specifically the Interdependence Hypothesis and the Threshold Hypothesis. Furthermore, this article highlights the effect of language transfer on learning, which takes two distinct forms: positive transfer and negative transfer, depending on the similarities and differences between prior linguistic habits and the target languages.