Multi-competence and syntax

Berkes, Éva; Flynn, Suzanne

doi:10.1017/cbo9781107425965.010

Cited by 16 publications

(1 citation statement)

References 56 publications

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“…There is no doubt that the monolingual bias is real and monolingualism does not reflect the reality of many acquisition contexts. However, it is also simplistic to say that this view of language is not recognized by those who take a cognitive perspective (Berkes & Flynn, ). One must learn to include all contexts of learning including those who are truly monolingual, those who are multilingual, those who are illiterate, those who are educated in one language and not in another, and a multitude of different possibilities.…”

Section: Monolingual Biasmentioning

confidence: 99%

Coda 1 World Englishes and Second Language Acquisition: Working towards a common goal

Gass

2018

World Englishes

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Although some have argued that world Englishes and Second Language Acquisition are in a relationship of conflict, my own view is that this is not necessarily the case. Indeed, it is possible to argue that the relationship between the two paradigms is better characterized as 'benign neglect' rather than that of conflict. Both fields, I would suggest, might benefit from truly collaborative research and scholarship, but such collaboration does not necessarily come easily, as researchers typically have expertise in one field rather than another, and this can frequently lead to miscommunication and misunderstanding, however well-intentioned potential collaborators might be. From the point of view of SLA, one might also question the heavy emphasis on 'Englishes' in this context, and I end this coda with a discussion of the writing of Lahiri (2016), whose written account of the learning of Italian illustrates the interconnection of both cognitive and social factors in second language development.

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Section: Monolingual Biasmentioning

confidence: 99%

Coda 1 World Englishes and Second Language Acquisition: Working towards a common goal

Gass

2018

World Englishes

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Third Language Acquisition and Linguistic Transfer

2019

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Setting the Context General IntroductionThis book is about the acquisition of a third language (or more additional languages) in adulthood; that is, when a bilinguala child who is a simultaneous (2L1) bilingual, a child who has sequentially acquired a second language (L2) or an adult who is a sequential L2 bilingualacquires yet another language later in life. Is learning a third (L3) or more (Ln) language different from learning an L2 or just more of the same? If the process is different or similar, what are the implications for important questions related to linguistics, psychology, cognitive science and other fields? Addressing and providing some answers to the aforementioned is the overarching goal of this book.For a very long time, it was taken for granted that all instances of nonnative, sequential language acquisition were fundamentally equivalent. Such a claim was never stated explicitly; however, standard empirical practice in the study of adult L2 acquisition across virtually all paradigms suggested that few people were preoccupied with the heterogeneous groups in so-called L2 studies before the turn of the millennium. In fact, it was not until the mid-2000s that researchers, at least those studying the acquisition of morphosyntax, began to contemplate in earnest the effect of knowing more than one previous language and thus to differentiate true L2 from multilingual learners systematically, at least with regard to L3 learners. Consequently, new questions began to emerge organically, such as the role that having more than one previously acquired system has on subsequent acquisition/processing or how this influence is selected among choices. At the time of writing this book in 2017-2018, gone are the days in which no one questioned linguistic-experience inclusion criteria in L2 acquisition. We now know that whether or not a target nonnative language is chronologically a second or later language matters a great deal for morphosyntax in the L3 initial stages and throughout L3 development. While we do not yet 1

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