This book contributes to emerging research on third language acquisition (TLA) and pinpoints the main factors characterising TLA as a different process and area of study from second language acquisition. Moving beyond the dichotomous conception of monolingualism and bilingualism, it proposes a holistic and interdisciplinary approach to studying…

While the relationship between language experience and foreign language aptitude (FLA) has been studied extensively, little is known about the underlying intermediate link between them. This study investigates whether multilingual learning experience is correlated with FLA and whether working memory (WM) mediates this relationship. A total of 93…

Learning a language is one typical and common cognitive phenomenon among human beings. What matters even most, is the additional language learning and advantages it may confer; an issue which cannot be simply overlooked in cognitive studies. The developmental effect of learning an additional language on memory is something that is confirmed in…

The research on language acquisition and retention has primarily focused on monolinguals and bilinguals, with comparatively few studies including trilinguals. To address this gap, the current study compares the acquisition and retention of a novel morphosyntactic rule in Spanish in twelve monolinguals, twelve bilinguals, and twelve trilinguals.…

Studies analysing the metatalk generated in collaborative writing (CW) tasks have primarily targeted secondary or adult students who wrote either in L1 or L2, and have seldom examined the process of their writing in two languages. Furthermore, these analyses have mostly focused on accuracy discussions and have ignored discussions aimed at making…

This paper examines the construct of bilingual phonemic awareness in Irish-English bilinguals. Though traditionally viewed as a skill or ability which transfers across languages, recent accounts have considered whether phonemic awareness has a language-specific component. This study used a cross-sectional design to examine this question. A total…

Contextualized within our "Projects in Humanization" in language teacher education and part of our on-going collaborative self-study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers--Daniel, Yuseva, and…

While extensive quantitative research has shed light on the cognitive mechanisms of dyslexia, few mixed-methods studies have been conducted to examine the perceptions of and attitudes towards learning in children with dyslexia, especially in Hong Kong, a bilingual context. In addition, the validity of the metaphor elicitation technique, which was…

Given that input-based language and literacy environments provide socioculturally-enriched contexts for bilingual and biliteracy acquisition, the current study aims to explore the contribution of early input in various sociocultural contexts to later biliteracy development among ­college-level Chinese heritage language (CHL) students. A group of…

Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students' additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple…

Previous literature has shown that voicing contrast is a difficult feature for Chinese-English emergent bilingual learners of L3 Spanish (Bravo Diaz, 2020; Chen, 2007; Zhang, 2022). The production of voicing contrast in stops has been broadly investigated in second and third language studies (e.g., Zampini, 1998; Llama, 2010; Wrembel, 2014), but…

Previous studies on bilingual children have shown a significant correlation between first language (L1) and second language (L2) morphological awareness and a unique contribution of morphological awareness in one language to reading performance in the other language, suggesting cross-linguistic influence. However, few studies have compared…

The preservice preparation for instructors of adult emergent bi/multilingual learners (EBLs) in the United States has been characterized as lacking uniformity, consistent academic rigor, and practical application to bolster instructors' feelings of self-efficacy and agency in addressing their students' complex psycho-social-emotional and learning…

Teacher preparation programs throughout the United States have begun to include issues of second language teaching and learning in their curriculum in an effort to better prepare their teacher candidates to meet the needs of the increasingly linguistically and culturally diverse student population in K-12 schools. In this article, we argue for the…

The research was aimed to explore multilingual learners 'grammatical and pragmatic awareness from perspective of three layers of language awareness: perception, noticing and understanding in Chinese EFL context. The findings reveal that firstly, there exists negative correlation between three layers of grammatical and pragmatic awareness of…