Hostname: page-component-8448b6f56d-wq2xx Total loading time: 0 Render date: 2024-04-15T05:59:07.870Z Has data issue: false hasContentIssue false
  • English
  • Français

The influence of bilingualism on third language acquisition: Focus on multilingualism

Published online by Cambridge University Press:  15 June 2011

Jasone Cenoz
Jasone Cenoz*
Affiliation:
University of the Basque Countryjasone.cenoz@ehu.es
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper focuses on the advantages that bilinguals have over monolinguals when acquiring an additional language. Bilinguals are more experienced language learners and have potentially developed learning strategies to a larger extent than monolinguals. They also have a larger linguistic and intercultural repertoire at their disposal. In this paper the methodology and results of studies on the influence of bilingualism on third language acquisition (TLA) will be reviewed and their contribution to the study of multilingualism discussed. A new perspective, focus on multilingualism, is presented as a more appropriate way to analyse the effect of bilingualism on TLA. This perspective is holistic and focuses on multilingual speakers and their linguistic repertoires, including the interaction between their languages.

Type
Plenary Speeches
Information
Language Teaching , Volume 46 , Issue 1 , January 2013 , pp. 71 - 86
Copyright
Copyright © Cambridge University Press 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aronin, L. & Hufeisen, B. (eds.) (2009). The exploration of multilingualism. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Baker, C. (2011). Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matters.Google Scholar
Balke-Aurell, G. & Linblad, T. (1982). Immigrant children and their languages. Department of Education Research, University of Gothenburg.Google Scholar
Bialystok, E. (2007). Acquisition of literacy in bilingual children: A framework for research. Language Learning 57, 45–77.CrossRefGoogle Scholar
Bialystok, E. (2010). Global-local and trail-making tasks by monolingual and bilingual children: Beyond inhibition. Developmental Psychology 46, 93–105.CrossRefGoogle ScholarPubMed
Bild, E. R. & Swain, M. (1989). Minority language students in a French immersion programme: Their French proficiency. Journal of Multilingual and Multicultural Development 10, 255–274.CrossRefGoogle Scholar
Block, D. (2003). The social turn in second language acquisition. Washington: Georgetown University Press.Google Scholar
Bowden, H. W., Sanz, C. & Stafford, C. A. (2005). Individual differences: Age, sex, working memory, and prior knowledge. In Sanz, C. (ed.), Mind and context in adult second language acquisition. Washington, DC: Georgetown University Press, 105–140.Google Scholar
Brohy, C. (2001). Generic and/or specific advantages of bilingualism in a dynamic plurilingual situation: The case of French as official L3 in the school of Samedan (Switzerland). International Journal of Bilingual Education and Bilingualism 4, 38–49.CrossRefGoogle Scholar
Canagarajah, S. (2007). Lingua franca English, multilingual communities, and language acquisition. The Modern Language Journal 91, 923–939.CrossRefGoogle Scholar
Cenoz, J. (2003). The additive effect of bilingualism on third language acquisition: A review. The International Journal of Bilingualism 7, 71–88.CrossRefGoogle Scholar
Cenoz, J. (2009). Towards multilingual education: Basque educational research from an international perspective. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Cenoz, J. (forthcoming)a. Third language acquisition. In Chapelle, C. (ed.) (forthcoming).Google Scholar
Cenoz, J. (forthcoming)b. Multilingualism. In Chapelle, C. (ed.) (forthcoming).Google Scholar
Cenoz, J. & Goikoetxea, N. (2010). Aiming at multilingual competence in the school context. In Erhart, S., Hélot, C. & Le Nevez, A. (eds.), Plurilinguisme et formation des enseignants/Plurilingualism and teacher education. Frankfurt: Peter Lang, 59–79.Google Scholar
Cenoz, J. & Gorter, D. (forthcoming). Focus on multilingualism: A study of trilingual writing. The Modern Language Journal.Google Scholar
Cenoz, J., Hufeisen, B. & Jessner, U. (eds.) (2001). Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Cenoz, J., Hufeisen, B. & Jessner, U. (eds.) (2003). The multilingual lexicon. Dordrecht: Kluwer Academic.CrossRefGoogle Scholar
Cenoz, J. & Todeva, E. (2009). The well and the bucket: The emic and etic perspectives combined. In Todeva, E. & Cenoz, J. (eds.), 265–292.Google Scholar
Cenoz, J. & Valencia, J. (1994). Additive trilingualism: Evidence from the Basque Country. Applied Psycholinguistics 15, 157–209.CrossRefGoogle Scholar
C., Chapelle, (ed.) (forthcoming). The Wiley-Blackwell encyclopedia of applied linguistics. Hoboken, NJ: Wiley.Google Scholar
Clyne, M., Hunt, C. R. & Isaakidis, Y. (2004). Learning a community language as a third language. The International Journal of Multilingualism 1, 33–52.CrossRefGoogle Scholar
Cook, V. (ed.). (2003). Effects of the second language on the first. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Cook, V. (2007). The goals of ELT: Reproducing native-speakers or promoting multi-competence among second language users? In Cummins, J. & Davison, C. (eds.), International handbook of English language teaching. New York: Springer, 237–248.CrossRefGoogle Scholar
Craik, F. I. M., Bialystok, E. & Freedman, M. (2010). Delaying the onset of Alzheimer's disease: Bilingualism as a form of cognitive reserve. Neurology 75, 1726–1729.CrossRefGoogle ScholarPubMed
Creese, A. & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. The Modern Language Journal 94, 103–115.CrossRefGoogle Scholar
De Angelis, G. (2007). Third or additional language learning. Clevedon: Multilingual Matters.CrossRefGoogle ScholarPubMed
De Bot, K., Lowie, W. & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition 10, 7–21.CrossRefGoogle Scholar
Dewaele, J. M. (2010). Multilingualism and affordances: Variation in self-perceived communicative competence and communicative anxiety in French L1, L2, L3 and L4. International Review of Applied Linguistics in Language Teaching 48, 105–129.CrossRefGoogle Scholar
Elorza, I. & Muñoa, I. (2008). Promoting the minority language through integrated plurilingual language planning: The case of the ikastolas. Language, Culture and Curriculum 21, 85–101.CrossRefGoogle Scholar
Enomoto, K. (1994). L2 perceptual acquisition: The effect of multilingual linguistic experience on the perception of a ‘less novel’ contrast. Edinburgh Working Papers in Applied Linguistics 5, 15–29.Google Scholar
Gallardo, F. (2007). Is L3 phonological competence affected by the learner's level of bilingualism? International Journal of Multilingualism 4, 1–16.CrossRefGoogle Scholar
García, O. (ed.) (2008). Bilingual education in the 21st century: A global perspective. Oxford: Wiley-Blackwell.Google Scholar
Gibson, M., Hufeisen, B. & Libben, G. (2001). Learners of German as an L3 and their production of German prepositional verbs. In Cenoz, J., Hufeisen, B. & Jessner, U. (eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives. Clevedon: Multilingual Matters, 138–148.CrossRefGoogle Scholar
Griessler, M. (2001). The effects of third language learning on L2 proficiency: An Austrian example. International Journal of Bilingual Education and Bilingualism 4, 50–60.CrossRefGoogle Scholar
Grosjean, F. (1992). Another view of bilingualism. In Harris, R. J. (ed.), Cognitive processing in bilinguals. Amsterdam: North Holland, 51–62.CrossRefGoogle Scholar
Grosjean, F. (2008). Studying bilinguals. Oxford: Oxford University Press.CrossRefGoogle Scholar
Hammarberg, B. (2009). Processes in third language acquisition. Edinburgh: University of Edinburgh.CrossRefGoogle Scholar
Hammarberg, B. (2010). The languages of the multilingual: Some conceptual and terminological issues. International Review of Applied Linguistics in Language Teaching 48, 91–104.CrossRefGoogle Scholar
Herdina, P. & Jessner, U. (2002). A dynamic model of multilingualism. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Hu, H. (2009). A multilingual journey from East to West. In Todeva, E. & Cenoz, J. (eds.), 209–221.Google Scholar
Hufeisen, B. & Marx, N. (2007). How can DaFnE and EuroComGerm contribute to the concept of receptive multilingualism? Theoretical and practical considerations. In Thije, J. & Zeevaert, L. (eds.), Receptive multilingualism: Linguistic analyses, language policies and didactic concepts. Amsterdam: John Benjamins, 307–321.CrossRefGoogle Scholar
Jarvis, S. & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. New York/London: Routledge.CrossRefGoogle Scholar
Jaspaert, K. & Lemmens, G. (1990). Linguistic evaluation of Dutch as a third language. In Byram, M. & Leman, J. (eds.), Bicultural and trilingual education: The Foyer model in Brussels. Clevedon: Multilingual Matters, 30–56.Google Scholar
Jessner, U. (2006). Linguistic awareness in multilinguals. Edinburgh: Edinburgh University Press.Google Scholar
Jessner, U. (2008). Teaching third languages: Findings, trends and challenges. Language Teaching 41, 15–56.CrossRefGoogle Scholar
Kecskes, I. (2010). Dual and multilanguage systems. International Journal of Multilingualism 7, 91–109.CrossRefGoogle Scholar
Kemp, C. (2007). Strategic processing in grammar learning: Do multilinguals use more strategies? International Journal of Multilingualism 4, 241–261.CrossRefGoogle Scholar
Keshavarz, M. H. & Astaneh, H. (2004). The impact of bilinguality on the learning of English vocabulary as a foreign language. International Journal of Bilingual Education and Bilingualism 7, 295–302.CrossRefGoogle Scholar
Klein, E. C. (1995). Second versus third language acquisition: Is there a difference? Language Learning 45, 419–465.CrossRefGoogle Scholar
Lasagabaster, D. (2000). Three languages and three linguistic models in the Basque Educational System. In Cenoz, J. & Jessner, U. (eds.), English in Europe: The acquisition of a third language. Clevedon: Multilingual Matters, 179–197.CrossRefGoogle Scholar
Leung, Y. I. (2009). Third language acquisition and universal grammar. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Li, Wei (2008). Research perspectives on bilingualism and bilingual education. In King, K. A. & Hornberger, N. H. (eds.), Encyclopedia of language and education, Volume 10: Research methods in language and education. Berlin: Springer, 137–149.Google Scholar
Li, Wei (forthcoming). Multilinguality, multimodality and multicompetence: Code- and mode-switching by minority ethnic children in complementary schools. The Modern Language Journal.Google Scholar
Li, Wei & Wu, C. (2009). Polite Chinese revisited: Creativity and the use of codeswitching in the Chinese complementary school classroom. International Journal of Bilingual Education and Bilingualism 12, 193–211.Google Scholar
Lindqvist, C. & Bartel, C. (2010). Approaches to third language acquisition: Introduction. International Review of Applied Linguistics in Language Teaching 48, 87–90.CrossRefGoogle Scholar
Mägiste, E. (1984). Learning a third language. Journal of Multilingual and Multicultural Development 5, 415–421.CrossRefGoogle Scholar
McLaughlin, B. & Nayak, N. (1989). Processing a new language: Does knowing other languages make a difference? In Dechert, H. W. & Raupach, M. (eds.), Interlingual processes. Tübingen: Gunter Narr, 5–16.Google Scholar
Modirkhamene, S. (2006). The reading achievement of third language versus second language learners of English in relation to the interdependence hypothesis. International Journal of Multilingualism 3, 280–295.CrossRefGoogle Scholar
Moore, D. (2006). Plurilinguismes et école [Multilingualism and school]. Collection LAL, Paris: Didier.Google Scholar
Muñoz, C. (2000). Bilingualism and trilingualism in school students in Catalonia. In Cenoz, J. & Jessner, U. (eds.), English in Europe: The acquisition of a third language. Clevedon: Multilingual Matters, 157–178.CrossRefGoogle Scholar
Nation, R. & McLaughlin, B. (1986). Experts and novices: An information processing approach to the ‘good language learner’ problem. Applied Psycholinguistics 7, 41–56.CrossRefGoogle Scholar
Nayak, N., Hansen, N., Krueger, N. & McLaughlin, B. (1990). Language-learning strategies in monolingual and multilingual adults. Language Learning 40, 221–244.CrossRefGoogle Scholar
Okita, Y. & Jun Hai, G. (2001). Learning of Japanese Kanji character by bilingual and monolingual Chinese speakers. In Cenoz, J., Hufeisen, B. & Jessner, U. (eds.), Looking beyond second language acquisition: Studies in tri- and multilingualism. Tübingen: Stauffenburg, 63–73.Google Scholar
Ortega, L. (2010). The bilingual turn in SLA. Plenary address at the American Association for Applied Linguistics Conference 2010, Atlanta, GA, 6–9 March.Google Scholar
Peyer, E., Kayser, I. & Berthele, R. (2010). The multilingual reader: Advantages in understanding and decoding German sentence structure when reading German as an L3. International Journal of Multilingualism 7, 225–239.CrossRefGoogle Scholar
Psaltou-Joycey, A. & Kantaridou, Z. (2009). Plurilingualism, language learning strategy use and learning style preferences. International Journal of Multilingualism 6, 460–474.CrossRefGoogle Scholar
Ransdell, S., Barbier, M. L. & Niit, T. (2006). Metacognitions about language skill and working memory among monolingual and bilingual college students: When does multilingualism matter? International Journal of Bilingual Education and Bilingualism 9, 728–741.CrossRefGoogle Scholar
Ringbom, H. (2007). Cross-linguistic similarity in foreign language learning. Clevedon: Multilingual Matters.Google Scholar
Safont, M. P. (2005). Third language learners. Pragmatic production and awareness. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Sagasta, M. P. (2003). Acquiring writing skills in a third language: The positive effects of bilingualism. International Journal of Bilingualism 7, 27–42.CrossRefGoogle Scholar
Sanders, M. & Meijers, G. (1995). English as L3 in the elementary school. ITL Review of Applied Linguistics 107–108, 59–78.CrossRefGoogle Scholar
Sanz, C. (2000). Bilingual education enhances third language acquisition: Evidence from Catalonia. Applied Psycholinguistics 21, 23–44.CrossRefGoogle Scholar
Sanz, C. (2007). The role of bilingual literacy in the acquisition of a third language. In Perez-Vidal, C., Bel, A. & Garau, M. J. (eds.), A portrait of the young in the new multilingual Spain. Clevedon: Multilingual Matters, 220–240.CrossRefGoogle Scholar
Schoonen, R., van Gelderen, A., De Glopper, K., Hulstijn, J., Snellings, P., Simis, A. & Stevenson, M. (2002). Linguistic knowledge, metacognitive knowledge and retrieval speed in L1, L2 and EFL writing. In Ransdell, S. & Barbier, M.-L. (eds.), New directions for research in L2 writing. Dordrecht: Kluwer Academic Publishers, 101–122.CrossRefGoogle Scholar
Shohamy, E. (forthcoming). Assessing multilingual competencies: Adopting construct valid assessment policies. The Modern Language Journal.Google Scholar
Stafford, C. A., Sanz, C. & Bowden, H. (2010). An experimental study of early L3 development: Age, bilingualism and classroom exposure. International Journal of Multilingualism 7, 162–183.CrossRefGoogle Scholar
Swain, M., Lapkin, S., Rowen, N. & Hart, D. (1990). The role of mother tongue literacy in third language learning. Language, Culture and Curriculum 3, 65–81.CrossRefGoogle Scholar
Thomas, J. (1988). The role played by metalinguistic awareness in second and third language learning. Journal of Multilingual and Multicultural Development 9, 235–46.CrossRefGoogle Scholar
Todeva, E. (2009). Multilingualism as a kaleidoscopic experience: The mini universes within. In Todeva, E. & Cenoz, J. (eds.), 53–74.CrossRefGoogle Scholar
Todeva, E. & Cenoz, J. (eds.) (2009). The multiple realities of multilingualism. Berlin: Mouton de Gruyter.CrossRefGoogle Scholar
Tonkin, H. (2009). Where art and nature meet. In Todeva, E. & Cenoz, J. (eds.), 191–208.Google Scholar
Wagner, D. A., Spratt, J. E. & Ezzaki, A. (1989). Does learning to read in a second language always put the child at a disadvantage? Some counterevidence from Morocco. Applied Psycholinguistics 10, 31–48.CrossRefGoogle Scholar
Van Gelderen, A., Schoonen, R., De Glopper, K., Hulstijn, J., Snellings, P., Simis, A. & Stevenson, M. (2003). Roles of linguistic knowledge, metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension: A structural equation modelling approach. The International Journal of Bilingualism 7, 7–25.CrossRefGoogle Scholar
Wrembel, M., Gut, U. & Mehlhorn, G. (eds.) (2010). Phonetics/phonology in third language acquisition. International Journal of Multilingualism 7 (special issue), 1–90.CrossRefGoogle Scholar
Zobl, H. (1993). Prior linguistic knowledge and the conservation of the learning procedure: grammaticality judgements of unilingual and multilingual learners. In Gass, S. M. & Selinker, L. (eds.), Language transfer in language learning Amsterdam: John Benjamins, 176–196.Google Scholar