Chapter 5 Learning Two or More Languages

The accelerating effect of multilingualism on learning a new language grammar: the case of grammatical gender agreement

“…It is widely acknowledged that these factors play a pivotal role in additional language learning because more languages translate into more knowledge that can be drawn upon in the learning process (Festman, 2021). A greater repertoire of languages offers more opportunities for facilitative cross-linguistic influence, particularly when previously learnt languages are typologically related to the target language (Witney & Dewaele, 2018). As Jarvis (2015: 69) put it, "[t]he more languages a learner knows, the more successful she will be in learning the current target language, and her success will be further enhanced if the target language is closely related to one or more of the languages she has previously learned".…”

“…It is widely recognized that cross-linguistic influence is one of the most important resources available to the L3 learner (e.g., Witney & Dewaele, 2018), especially when the target language and previously learnt languages reveal similarities (e.g., Schepens et al, 2016;Jensen & Westergaard, 2023). For example, it has been shown that the larger the linguistic distance between L3 and L2, the lower the degree of L3 acquirability (Schepens et al, 2016).…”

“…At lower proficiency levels, a receptive gain is more pronounced than a productive gain. Learners can use their prior linguistic knowledge to identify structures in a new language (e.g., Witney & Dewaele, 2018). Cross-language similarity has been at the core of most theoretical accounts of L3 acquisition, including the Typological Primacy Model (Rothman, 2015), the Linguistic Proximity Model (Westergaard et al, 2017), the L2 Status Factor Model (Falk & Bardel, 2011), and the Cumulative Enhancement Model (Flynn et al, 2004).…”

Processing gender agreement in an additional language: The more languages the better?

“…Many researchers have pointed out that the number of languages already known to learners matters for subsequent non-native language learning, as more languages generally entail more knowledge that can be drawn upon in the acquisition process (Festman, 2021; Sanz, 2000). A larger repertoire of languages provides a wider basis for facilitative transfer, especially when previously learned languages are typologically related to the target language (Hammarberg, 2001; Jarvis, 2015; Witney and Dewaele, 2018). Identification of a multilingual advantage in subsequent language learning has broader implications for teachers, teacher trainers, and learners themselves.…”

“…Bilingualism is also claimed to provide general benefits for subsequent language learning irrespective of the specific combination of languages the learner has in their repertoire (Cenoz, 2003). Essentially, bilingual learners are said to be equipped with a greater degree of metalinguistic awareness when compared to that of monolingual learners (Jessner, 2018; Witney and Dewaele, 2018). Accumulating language learning experience results in increased knowledge about how language systems, structures, and rules work (Festman, 2021).…”