Abstract
Teaching is a constantly evolving journey, shaped by the ever-changing needs of the 21st century. Teachers must adapt to ensure top-tier education in such dynamic times in a swiftly changing landscape. This study examined cross-linguistic influence (CLI) among trilingual learners, particularly those navigating English, Filipino, and Mandarin. Participants reported instances of language switching between three languages, mainly English, Filipino, and Mandarin, which aligns with the concept of Cross-linguistic Influence or CLI. The study highlights that trilingualism requires linguistic awareness, as managing three languages increases learners' cognitive load, leading to occasional language-switching errors. The study employed conversation-qualitative analysis and data triangulation to ensure the reliability of its findings. Through thematic analysis, the research revealed patterns in language use across structured and spontaneous interactions, demonstrating that trilingual learners develop individualized strategies to navigate their linguistic environment. Code-switching emerged as a common practice, with students mixing English and Filipino based on communicative needs. One key insight from this study is that cross-linguistic influence (CLI) plays a significant role in shaping the language-switching behaviors of trilingual learners. Participants, who varied in their first- and second-language backgrounds and early language exposure, frequently shifted between English, Filipino, and Mandarin depending on the communicative context, their conversational partner, and the purpose of the interaction. To navigate linguistic gaps, trilingual learners often relied on translation strategies across the three languages, while in some instances they resorted to gestures when verbal expression fell short. These patterns underscore the dynamic and adaptive nature of language use, influenced by contextual, interpersonal, and goal-oriented factors. Based on the findings, the researcher concluded that there are mixed patterns on the influence of CLI among trilingual learners who navigate the three languages. The results highlighted the positive and negative transfer that affects the trilingual learners ' fluency in each language. As Bardovi-Harlig & Sprouse (2018) mention, when the influence of a language we already know helps us quickly learn or use a new language, it's called positive transfer. However, when that influence causes confusion or errors in learning the new language, it's referred to as interference or negative transfer.
