This study explores the dynamic nature of multilingual proficiency, focusing on how language skills vary and develop over time among individuals proficient in multiple languages. Using a longitudinal, quantitative methodology, the research examines the influence of age at acquisition, frequency of exposure, and sociolinguistic context on multilingual competency. Findings indicate that language proficiency is not static; listening skills, in particular, showed significant improvement over one year due to consistent exposure and practice. In contrast, speaking and writing skills exhibited stability, suggesting a need for targeted pedagogical approaches in these areas.
The study also reveals substantial variation in proficiency levels across different multilingual profiles, such as balanced, dominant, and sequential multilinguals. While early language acquisition positively impacted listening and reading, writing skills showed weaker correlations with age of acquisition or exposure. The research concludes that individual language profiles significantly influence proficiency, underscoring the need for tailored educational strategies to support multilingual development. The findings contribute insights for educators, policymakers, and researchers working to promote effective multilingual education and policy design.