THE PROBLEM OF LANGUAGE SWITCHING IN EARLY SIMULTANEOUS BILINGUAL AND MONOLINGUAL STUDENTS: A CASE STUDY OF UKRAINIAN-ROMANIAN BILINGUALS IN BUKOVINA IN THE CONTEXT OF FOREIGN LANGUAGE LEARNING

Abstract
In linguistic cognitive processes, bilinguals and monolinguals use the same brain areas during word formation, even across different languages. However, bilinguals exhibit unique cognitive patterns, particularly the phenomenon of “language switching” or “code switching.” This study aims to explore language switching in bilingual and monolingual students while learning English and French as foreign languages. A scientific experiment was conducted using semantic priming to measure lexical decision speed and accuracy. The methodology was based on bilingual interactive activation and semantic priming principles. Results showed that bilingual students demonstrated higher cognitive flexibility, enabling more efficient language switching and processing. Monolinguals, however, experienced interference from their native language, which complicated acquisition. A close relationship was found between inhibitory control and switching symmetry. Bilinguals also showed L2 repetition preference, while monolinguals were prone to L1 dominance. These findings highlight the importance of cognitive factors in foreign language teaching, particularly the use of semantic priming to reduce interference. Keywords - Flexibility of Cognitive Processes, Speech Production, Language Perception, Language Switching Speed, Foreign Language.