Diversity in Multilingual Learners

doi:10.1017/9781108957823.020

19 - Diversity in Multilingual Learners

How Variation in Learners and Contexts for Learning Shape the Acquisition and Processing of an L3/Ln

from Part IV - L3/Ln in Action

Published online by Cambridge University Press: 13 July 2023

Judith F. Kroll and

Tamar Degani

Edited by

Jennifer Cabrelli ,

Adel Chaouch-Orozco ,

Jorge González Alonso ,

Sergio Miguel Pereira Soares ,

Eloi Puig-Mayenco and

Jason Rothman

Show author details

Jennifer Cabrelli: Affiliation:
University of Illinois, Chicago
Adel Chaouch-Orozco: Affiliation:
The Hong Kong Polytechnic University
Jorge González Alonso: Affiliation:
Universidad Nebrija, Spain and UiT, Arctic University of Norway
Sergio Miguel Pereira Soares: Affiliation:
Max Planck Institute for Psycholinguistics
Eloi Puig-Mayenco: Affiliation:
King's College London
Jason Rothman: Affiliation:
UiT, Arctic University of Norway and Universidad Nebrija, Spain

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Summary

In this chapter we review current research on how the experiences that multilingual learners bring to language learning may shape the trajectory and outcome of learning an L3/Ln. While there is abundant evidence that the particular languages that individuals speak contribute to the process of new language learning, and evidence that multilingualism may enhance new learning, there is now emerging research demonstrating that the cognitive and neural mechanisms that enable bilinguals and multilinguals to use two or more languages effectively may also contribute to the course and consequences of new language learning. The dynamic activation of all of the languages that a speaker uses and interactions across languages shape not only language processing but also new learning. We identify sources of variation among learners and across the contexts in which learning occurs to consider how language learning might reflect multilingual experience.

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Type: Chapter
Information: The Cambridge Handbook of Third Language Acquisition , pp. 492 - 516

DOI: https://doi.org/10.1017/9781108957823.020 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2023

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