Intersections of Language, Identity and Culture. Exploring Bilingualism and Biculturalism through Scientific and Literary Insights.

This doctoral thesis explores the intersections of language, identity, and culture through the lens of bilingualism and biculturalism, drawing from both scientific research and literary insights. The journey begins with an investigation into the Foreign Language Effect (FLE), proposing that processing information in a second language can lead to moderated emotional responses and more utilitarian decision-making. A subsequent experiment examines the FLE's influence on Tolerance of Ambiguity (ToA), highlighting how linguistic context can foster greater acceptance of life's uncertainties. Expanding the scope, a study on primary school children compares ambiguity tolerance in monolingual and bilingual cohorts across Italy and England, suggesting that cultural and educational factors significantly influence ToA development. Further empirical research into Core Knowledge Confusion (CKC) uncovers the critical role of second language (L2) proficiency, challenging conventional understandings of the FLE. This leads to the completion of a separate study, a replica of a previous experiment on the FLE on superstition, that incorporates objective assessments of L2 proficiency rather than L2 self-assessment only. Proficiency in the second language emerges as a crucial determinant of rationality, overshadowing once again the influence of the language of presentation. A pilot study on bilingual memory recall explores the effects of linguistic context on memory performance, hinting at the potential disruption caused by switching language environments. While preliminary, these insights open avenues for enhancing educational practices in multilingual settings. In addition, this thesis explores the blends of languages and cultures together with an investigation on bicultural bilingual individuals, who navigate two distinct languages and cultures, each leaving an indelible mark on their linguistic and cultural identity. Despite decades of scholarly inquiry, the mechanisms underlying the "feeling different" phenomenon remain enigmatic. By integrating findings from sociology, linguistics, and psychology, this work offers a comprehensive perspective on what shapes the sense of difference in bicultural bilinguals. The pragmatic implications of understanding language and culture in our globalised world become evident. These insights are not only academically significant but also crucial for educators, who play a pivotal role in supporting students' navigation of bilingual and bicultural identities. This research aims to foster environments where linguistic and cultural diversity are celebrated, empowering individuals to embrace the richness of our shared human experience. Through the lens of literary analysis, a close up on the work of Welsh poet Dylan Thomas exemplifies the complexities of bicultural bilingualism. Thomas' seamless blending of Welsh and English elements in his poetry and prose reflects the dynamic interplay between languages and cultures.