Bingual language acquisition
The terms bilingual and bilingualism have received diverse definitions. In this book, bilingual (the person), and bilingualism (the condition or state of affairs) refer to the use of two (or more) languages in everyday life. Two major patterns of language acquisition have been identified in studies of early bilingualism: simultaneous bilingualism and sequential bilingualism, but no agreement exists with respect to the age at which bilingual development would be considered to be sequential. In simultaneous bilingualism, the child acquires two languages at the same time from birth or, as some researchers propose, before 3 years of age. Here, I use the term Bilingual First Language Acquisition (BFLA, or 2L1) to refer to situations . . . → Read More: Bilingual Language Acquisition
Post written by Jan H. Hulstijn, based on an article in Language Teaching
The second language acquisition (SLA) ﬁeld is characterized by a wide variety of issues and theoretical perspectives. Is this a bad thing? Are there signs of disintegration?
In applied linguistics in general, and in particular in the field of SLA, it is not uncommon to distinguish between quantitative and qualitative approaches or between cognitive and socio-cultural approaches. In my view, what is potentially more threatening to the ﬁeld than a split between quantitative and qualitative subﬁelds is the proportion of nonempirical theories. If an academic discipline is characterized by too many nonempirical ideas and too few empirical ideas, it runs the risk of losing credit in the . . . → Read More: Is the Second Language Acquisition discipline disintegrating?
The 2012 Christopher Brumfit Award winners have been announced! . . . → Read More: Christopher Brumfit Award prize winners announced