The influence of bilingualism on third language acquisition: Focus on multilingualism (original) (raw)
Related papers
The additive effect of bilingualism on third language acquisition: A review
International Journal of Bilingualism, 2003
This article looks at the general effects of bilingualism on cognitive development and highlights the specific effects of bilingualism on third language acquisition. First, it examines the effects of bilingualism on cognitive development, metalinguistic awareness and communicative skills and then, it focuses on the specific effects of bilingualism on third language proficiency by discussing the results of several research studies conducted in different settings and contexts. An important distinction is made between studies focusing on the acquisition of general proficiency in the third language and studies that examine specific aspects of third language proficiency. The effects of bilingualism on third language acquisition are discussed as related to the experience acquired by third language learners in the process of second language acquisition and the effects of bilingualism on metalinguistic awareness and communicative skills. These effects are also discussed with reference to th...
Bilingualism and Third Language Acquisition
1993
A study investigated the role of bilingualisr (Basque/Spanish) and motivation in third (English) language acquisition in Spain's Basque country. Subjects were 321 secondary school students in two programs, one with instruction primarily in Spanish and one with instruction primarily in Basque. The following independent variables were analyzed in the subjects: bilingualism (early or late); competence in Basque; monolingual versus bilingual mother; principal language of instruction; general intelligence; Attitude toward English; effort made to learn English relative to other subjects; visits to English-speaking countries; and English language instruction outside school. Dependent variables that were examined include achievement in the four language skills (listening, speaking, reading, writing), vocabulary, and grammar. Data were gathered by questionnaire, written tests of English, and interviews in English. Results indicate that: bilinguals performed better in English than monolinguals; highly motivated students performed best; and there were complex interaction effects of bilingualism, motivation, family bilingualism, Basque as the primary language of instruction, and intelligence on English achievement. Contains 32 references. Results of data analyses are appended. (MSE)
Multilingualism and third language acquisition : Learning and teaching trends (Volume 2)
2021
In the last three decades, there have been several approaches, models and theories that have developed around the acquisition of a second language. Theories based on years of research in a wide variety of fields, including linguistics, psychology, sociology, anthropology and psycholinguistics (Freeman & Freeman 2001). However, none can cover all the needs inherent to the teaching/learning process (Cook 2001), nor has it been possible to arrive at a unified or comprehensive view of how second languages are learned (Mitchel & Myles 2004; Nunan 2001). This complexity is, among others, due to the fact that there are variations in the context where the acquisition processes occur that influence the nature of the input as well as the learning strategies used by the student, and due to biological variations of students, such as age, aptitude and intelligence, motivation, personality, and cognitive styles (Ellis 1989). The acquisition of (several) second languages has become a subject even more complex with globalization, the growing learning of foreign languages and the increasing number of multilingual speakers. For that reason, since the beginning of this century, there has been a growth in interest in multilingualism and, consequently, a proliferation of studies on the acquisition of a third language or additional language (L3/Ln), highlighting the differences with respect to the acquisition of an L2 and setting themselves a new area of research (Jessner 1999; Herdina & Jessner 2000; Cook 2001; Cenoz 2003). These researches emphasize the benefits of multilingual education and show how multilingual acquisition is processed. Studies in the area of L3/Ln have largely contributed to a better understanding of the phenomenon.
THIRD LANGUAGE LEARNING, TRILINGUALISM AND MULTILINGUALISM: A REVIEW
Ever since the importance of multilingualism has been largely acknowledged more and more research is being conducted on the acquisition and learning of a third language (L3). This is mainly because of the vast mobility of populations between countries and mixed marriages (Barnes 2005). Since multilinguals are far more compared to monolinguals in the world (Tucker 1998) it is just as important to investigate the way bilinguals use their languages while still in the process of learning their third language. A child's ability to communicate in more than one language is surely a more complex ability and thus represents a complex phenomenon too. This phenomenon entails acquiring more than one grammatical system as well as language learning processes that are not part of a single vacuum.
Bilingualism and Second Language Acquisition
Teachers will vary in their understandings of bilingualism and the processes of second language acquisition. Some teachers will be bilingual or plurilingual themselves and have a wealth of personal experience to draw on. Others may be very familiar with multilingual school environments. Some may have had no contact with bilingual or EAL learners.
Applied psycholinguistics, 2000
Studies on the acquisition of a third language (L3) in a bilingual context have shown that literacy in two languages facilitates the acquisition of a third . The present study seeks to contribute to this line of research by comparing the acquisition of English as an L3 by Catalan/Spanish bilingual high school students in an immersion program with the acquisition of English by Spanish monolinguals. Data from 201 participants were submitted to a hierarchical multiple regression analysis, rendering results that show that bilingualism indeed has a positive effect on the acquisition of an L3. The evidence is discussed from a cognitive perspective.
The Influence of Bilingualism on Cognition and Third Language Acquisition
The aim of this paper is twofold. Firstly to explore how bilingualism influences cognition and secondly how it influences the third language learning process. Some of the most prominent advantages of bilingualism on cognition were explored such as higher level of metacognition, inhibitory control, task switching etc. together with the most significant disadvantages to form a comprehensive view of the issue. The effects on third language acquisition were explored with a slight emphasis on cross-linguistic influence and transfer. In order to understand why bilingualism can have such diverse effects the factors that influence the development of bilingualism were also explored.