Becoming and Staying Multilingual at Different Ages

Part III - Becoming and Staying Multilingual at Different Ages

Published online by Cambridge University Press: 13 July 2023

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

Book contents

Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'

Type: Chapter
Information: The Cambridge Handbook of Third Language Acquisition , pp. 269 - 400

DOI: https://doi.org/10.1017/9781108957823 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2023

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

Arnaus Gil, L., & Müller, N. (2018a). Acceleration and Delay in Bilingual, Trilingual and Multilingual German–Romance Children: Finite Verb Placement in German. Linguistic Approaches to Bilingualism, 10(4), 553–558.Google Scholar

Arnaus Gil, L., & Müller, N. (2018b). French Postverbal Subjects: A Comparison of Monolingual, Bilingual, Trilingual, and Multilingual French. Languages, 3(3), 1–29.Google Scholar

Barron-Hauwaert, S. (2003). Trilingualism: A Study of Children Growing Up with Three Languages. In Tokuhama-Espinosa, T. (Ed.), The Multilingual Mind: Issues Discussed by, for and about People Living with Many Languages (pp. 129–150) Santa Barbara: Praeger Publishers.Google Scholar

Braun, A. (2012). Language Maintenance in Trilingual Families: A Focus on Grandparents. International Journal of Multilingualism, 9(4), 423–436.CrossRef Google Scholar

Braun, A., & Cline, T. (2010). Trilingual Families in Mainly Monolingual Societies: Working towards a Typology. International Journal of Multilingualism, 7(2), 110–127.Google Scholar

Chevalier, S. (2013). Caregiver Responses to the Language Mixing of a Young Trilingual. Multilingua, 32(1), 1–32.Google Scholar

Choi, J. (2019). A Child’s Trilingual Language Practices in Korean, Farsi, and English: From a Sustainable Translanguaging Perspective. International Journal of Multilingualism, 16(4), 534–548.Google Scholar

Clark, E. (1987). The Principle of Contrast: A Constraint on Language Acquisition. In Mac Whinney, B. (Ed.), Mechanisms of Language Acquisition (pp. 1–33). Hillsdale: Laurence Erlbaum Associates.Google Scholar

Clyne, M. (1997). Some of the Things That Trilinguals Do. International Journal of Bilingualism, 1(2), 95–116.Google Scholar

Council of Europe (1992). The European Charter for Regional or Minority Languages. www.coe.int/en/web/european-charter-regional-or-minority-languages/text-of-the-charter.Google Scholar

De Houwer, A. (1995). Bilingual Language Acquisition. In Fletcher, P. & MacWhinney, B. (Eds.), The Handbook of Child Language (pp. 219–250). Oxford: Blackwell.Google Scholar

De Houwer, A. (2004). Trilingual Input and Children’s Language Use in Trilingual Families in Flanders. In Hoffmann, C. & Ytsma, J. (Eds.), Trilingualism in the Individual, Family and Society (pp. 118–138). Clevedon: Multilingual Matters.Google Scholar

Devlin, M., Folli, R., & Sevdali, C. (2017). The Lexicon-Syntax Interface in a 3L1 Context: An Experimental Investigation of the Unaccusative/Unergative Distinction in English and Italian. In De Angelis, G., Jessner, U., & Kresic, M. (Eds.), Crosslinguistic Influence and Crosslinguistic Interaction in Multilingual Language Learning (pp. 13–42). London: Bloomsbury Academic.Google Scholar

Devlin, M., Folli, R., Henry, A., & Sevdali, C. (2015). Clitic Right Dislocation in English: Cross-Linguistic Influence in Multilingual Acquisition. Lingua, 161, 101–124.CrossRef Google Scholar

Dewaele, J.-M. (2000). Trilingual First Language Acquisition: Exploration of a Linguistic “Miracle.” La Chouette, 31, 41–45.Google Scholar

Dewaele, J.-M. (2007). Still Trilingual at Ten: Livia’s Multilingual Journey. Multilingual Living Magazine. March/April, 68–71.Google Scholar

Einfeldt, M. (2022). The Simultaneous Acquisition of Three Phonologies. PhD dissertation. University of Konstanz.Google Scholar

Grosjean, F. (1982). Life with Two Languages: An Introduction to Bilingualism. Cambridge: Cambridge University Press.Google Scholar

Haugen, E. (1956). Bilingualism in the Americas. Alabama: American Dialect Society.Google Scholar

Hoffmann, C. (2001). Towards a Description of Trilingual Competence. International Journal of Bilingualism, 5(1), 1–17.CrossRef Google Scholar

Kazzazi, K. (2011). Ich brauche Mix-Cough: Cross-Linguistic Influence Involving German, English and Farsi. International Journal of Multilingualism, 8(1), 63–79.Google Scholar

Maneva, B. (2004). “Maman je suis polyglotte!”: A Case Study of Multilingual Language Acquisition from 0 to 5 Years. International Journal of Multilingualism, 1(2), 109–122.Google Scholar

Mayr, R., & Montanari, S. (2015). Cross-Linguistic Interaction in Trilingual Phonological Development: The Role of the Input in the Acquisition of the Voicing Contrast. Journal of Child Language, 42(5), 1006–1035.CrossRef Google Scholar PubMed

Meisel, J. M. (1989). Early Differentiation of Languages in Bilingual Children. In Hyltenstam, K. & Obler, L. (Eds.), Bilingualism across the Lifespan: Aspects of Acquisition, Maturity and Loss (pp. 13–40). Cambridge: Cambridge University Press.Google Scholar

Meisel, J. M. (2011). First and Second Language Acquisition: Parallels and Differences. Cambridge: Cambridge University Press.CrossRef Google Scholar

Montanari, S. (2011). Phonological Differentiation before Age Two in a Tagalog–Spanish–English Trilingual Child. International Journal of Multilingualism, 8(1), 5–21.Google Scholar

Montanari, S. (2009a). Pragmatic Differentiation in Early Trilingual Development. Journal of Child Language, 36(3), 597–627.Google Scholar

Montanari, S. (2009b). Multi-word Combinations and the Emergence of Differentiated Ordering Patterns in Early Trilingual Development. Bilingualism, 12(4), 503–519.Google Scholar

Montanari, S. (2010a). Language Differentiation in Early Trilingual Development. Evidence from a Case Study. Saarbrücken: VDM Verlag Dr. Müller.Google Scholar

Montanari, S. (2010b). Translation Equivalents and the Emergence of Multiple Lexicons in Early Trilingual Development. First Language, 30(1), 102–125.CrossRef Google Scholar

Nibun, Y., & Wigglesworth, G. (2014). Early Pragmatic Differentiation in Japanese and German: A Case Study of a Developing Trilingual Child in Australia. International Journal of Multilingualism, 11(1), 76–96.Google Scholar

Paradis, J., & Nicoladis, E. (2007). The Influence of Dominance and Sociolinguistic Context on Bilingual Pre-Schoolers’ Language Choice. International Journal of Bilingual Education and Bilingualism, 10(3), 277–297.Google Scholar

Poeste, M., Müller, N., & Gil, L.A. (2019). Code-Mixing and Language Dominance: Bilingual, Trilingual and Multilingual Children Compared. International Journal of Multilingualism, 16(4), 459–491.CrossRef Google Scholar

Quay, S. (2001). Managing Linguistic Boundaries in Early Trilingual Development. In Cenoz, J., & Genesee, F. (Eds.), Trends in Bilingual Acquisition (pp. 149–200). Amsterdam: John Benjamins.CrossRef Google Scholar

Quay, S. (2008). Dinner Conversations with a Trilingual Two-Year-Old: Language Socialization in a Multilingual Context. First Language, 28(1), 5–33.CrossRef Google Scholar

Quay, S. (2011a). Introduction: Data-Driven Insights from Trilingual Children in the Making. International Journal of Multilingualism, 8(1), 1–4.CrossRef Google Scholar

Quay, S. (2011b). Trilingual Toddlers at Daycare Centres: The Role of Caregivers and Peers in Language Development. International Journal of Multilingualism, 8(1), 22–41.Google Scholar

Romaine, S. (1998). Bilingualism. Oxford: Blackwell.Google Scholar

Safont-Jordà, M.-P. (2011). Early Requestive Development in Consecutive Third Language Learning. International Journal of Multilingualism, 8(3), 256–276.CrossRef Google Scholar

Safont-Jordà, M.-P. (2013). Early Stages of Trilingual Pragmatic Development: A Longitudinal Study of Requests in Catalan, Spanish and English. Journal of Pragmatics, 59, 68–80.Google Scholar

Sivakumar-Thiyagarajah, A., Müller, N., & Arnaus Gil, L. (2020). Code-Mixing in the Weak Language: A Case Study of the Simultaneous Acquisition of French, Italian and Spanish. In Suárez-Gómez, C. & Guijarro Fuentes, P. (Eds.), New Trends in Language Acquisition within the Generative Perspective (pp. 165–193). Cham: Springer.Google Scholar

Stavans, A., & Hoffmann, C. (2015). Multilingualism. Cambridge: Cambridge University Press.Google Scholar

Stavans, A., & Swisher, V.. (2006). Language Switching as a Window on Trilingual Acquisition. International Journal of Multilingualism, 3(3), 193–220.Google Scholar

Volterra, V., & Taeschner, T. (1978). The Acquisition and Development of Language by Bilingual Children. Journal of Child Language, 5, 311–326.Google Scholar

Yang, H.-Y., & Hua, Z. (2010). The Phonological Development of a Trilingual Child: Facts and Factors. International Journal of Bilingualism, 14(1), 105–126.Google Scholar

References

Admiraal, W., Westhoff, G., & De Bot, K. (2006). Evaluation of Bilingual Secondary Education in the Netherlands: Students’ Language Proficiency in English. Educational Research and Evaluation, 12, 75–93.Google Scholar

Alonso, E., Grisaleña, J., & Campo, A. (2008). Plurilingual Education in Secondary Schools: Analysis of Results. International CLIL Research Journal, 1, 36–49.Google Scholar

Ament, J., Páres, J., & Pérez-Vidal, C. A Study on the Functional Uses of Textual Pragmatic Markers by Native Speakers and English-Medium Instruction Learners. Journal of Pragmatics, 156, 41–53.Google Scholar

Baker, C. (2006). Foundations of Bilingual Education and Bilingualism (4th ed). Bristol: Multilingual Matters.Google Scholar

Baetens Beardsmore, H. (1980). Bilingual Education in International Schools, European Schools and Experimental Schools: A Comparative Analysis. In Boey, L. K. (Ed.), Bilingual Education (pp. 3–19). Singapore: Singapore University Press.Google Scholar

Baetens Beadsmore, H. (1995). The European School Experience in Multilingual Education. In Skutnabb–Kangas, T. (Ed.), Multilingualism for All (pp. 21–68) Lisse: Sweets & Zeitlinger.Google Scholar

Beacco, J. C., & Byram, M. (2007). From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe. Strasbourg: Council of Europe. www.coe.int/en/web/common–european–framework–reference–languages/documents.Google Scholar

Beattie, J., Valls-Ferrer, M., & Pérez-Vidal, C. (2014). Listening Performance and Onset Level in Formal Instruction and Study Abroad. In Pérez-Vidal, C. (Ed.), Language Acquisition in Study Abroad and Formal Instruction Contexts (pp. 195–216) Amsterdam: John Benjamins.Google Scholar

Blanche-Benveniste, C. (2008). Comment retrouver l’expérience des anciens voyageurs en terres de langues romanes? In Conti, V. & Grin, F. (Eds.), S’Entendre entre langues voisines: vers l’intercompréhension (pp. 33–51). Geneva:Georg Editions Médecine et Hygiène.Google Scholar

Bonnet, A., & Siemund, P. (2018). Multilingualism and Foreign Language Education: A Synthesis of Linguistic and Educational Findings. In Bonnet, A. & Sieumund, P. (Eds.), Foreign Language Education in Multilingual Classrooms (pp. 1–35). Amsterdam: John Benjamins.Google Scholar

Bourdieu, P. (1991). Language and Symbolic Power. Cambridge, MA: Harvard University Press.Google Scholar

Cassany, D. (2022). Aprender ELE (y otras L2) en contextos informales. Cuadernos Canela.Google Scholar

Cassany, D., Esteve, O., Martin Peris, E., & Pérez–Vidal, C. (2004). Portfolio Europeo de Lenguas 12–18 años. Portfolio europeu de les llengües. Hizkuntzen europar portfolioa. European Language Portfolio. Porfolio européen des langues. (12–18 años). Número de validación 52.2003.Secretaría General Técnica. Ministerio de Educación Cultura y Deporte.Madrid. N.I.P.O. 176–04–130–1.Google Scholar

Cenoz, J. (2009). Towards Multilingual Education: Basque Educational Research in International Perspective. Bristol: Multilingual Matters.Google Scholar

Cenoz, J., & Gorter, D. (2010). The Diversity of Multilingualism in Education. International Journal of the Sociology of Language, 205, 37–53.Google Scholar

Cenoz, J., & Gorter, D. (2017). Language Education Policy and Multilingual Assessment. Language and Education, 31(3), 231–248.Google Scholar

Collins, J. (1999). The Ebonics Controversy in Context: Literacies, Subjectivities and Language Ideologies in the United States. In Blommaert, J. (Ed.), Language Ideological Debates (pp. 201–233). Berlin: Mouton De Gruyter.Google Scholar

Commission of the European Communities. (1995). Teaching and Learning: Towards a Learning Society. White Paper on Education and Learning. Brussels: DGV.Google Scholar

Commission of the European Communities. (2003). Communication from the Commission to the Council, the European Parliament, the Economic and Social committee and the Committee of the Regions Promoting Language Learning and Linguistic Diversity: An Action Plan 2004–2006. Brussels: DGV.Google Scholar

Cook, V. (1993). Linguistics and Second Language Acquisition. New York: St. Martin Press.Google Scholar

Cook, V. (2013). Multi–Competence. In Robinson, P. (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp. 447–451). New York: RoutledgeGoogle Scholar

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar

Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume with New Descriptors. Strasbourg: Council of Europe. www.coe.int/en/web/common–european–framework–reference–languages.Google Scholar

Council of Europe and Ministère de l’Education Nationale et de la Formation Professionnelle Luxembourg. (2005). Profil de la politique linguistique educative: Grand–Duché de Luxembourg. Strasbourg: Council of Europe.Google Scholar

Cummins, J. (2007). Rethinking Monolingual Instructional Strategies in Multilingual Classrooms. Canadian Journal of Applied Linguistics, 10, 221–240.Google Scholar

Cummins, J. (2008). BICS and CALP: Empirical and Theoretical Status of the Distinction. In Street, B. & Hornberger, N. H. (Eds.), Encyclopaedia of Language and Education, vol. 2, Literacy (2nd ed.; pp. 71–83). New York: Springer.Google Scholar

Dalton-Puffer, C. (2008). Outcomes and Processes in Content and Language Integrated Learning (CLIL): Current Research from Europe. In Delanoy, W. & Volkmann, L. (Eds.), Future Perspectives for English Language Teaching (pp. 139–157). Heidelberg: Carl Winter.Google Scholar

Dalton-Puffer, C. (2009) Communicative Competence and the CLIL Lesson. In Ruiz De Zarobe, Y. & Jiménez Catalán, R. M. (Eds.), Content and Language Integrated Learning: Evidence from Research in Europe (pp. 197–214). Bristol: Multilingual Matters.CrossRef Google Scholar

De Angelis, G. (2007). Third or Additional Language Acquisition. Clevedon: Multilingual Matters.Google Scholar

De Korne, H. (2012). Towards New Ideologies and Pedagogies of Multilingualism: innovations in Interdisciplinary Language Education in Luxembourg. Language and Education, 26(6), 479–500.CrossRef Google Scholar

Dewaele, J.-M., Bak, T., & Ortega, L. (2022). Why the Mythical Native Speaker Has Mud on Its Face. In Slavkov, N., Melo Pfeifer, S., & Kerschhofer, N. (Eds.), The Changing Face of the “Native Speaker”: Perspectives from Multilingualism and Globalization. Berlin: Mouton De Gruyter.Google Scholar

Dixon, L., Zhao, J., Shin, J.-Y., et al. (2012). What We Know about Second Language Acquisition: A Synthesis from Four Perspectives. Review of Educational Research, 82(1), 5–60.CrossRef Google Scholar

Doiz, A., & Lasagabaster, D. (2018). Teachers’ and Students’ Second Language Motivational Self-System in English-Medium Instruction: A Qualitative Approach. TESOL Quarterly, 52(3), 657–679.CrossRef Google Scholar

Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). Language Friction and Multilingual Policies in Higher Education: The Stakeholder’s View. Journal of Multilingual and Multicultural Development, 35(4), 345–360.Google Scholar

Dolci, R., & Tamburri, A. J. (2015). Intercomprehension and Plurilingualism: Assets for Italian Language in the USA. Queens College: City University of New York.Google Scholar

Du, X., & Jackson, J. (2018). From EFL to EMI: The Evolving English Learning Motivation of Mainland Chinese Students in a Hong Kong University. System, 76, 158–168.Google Scholar

Enever, J. (2011). ELLiE: Early Language Learning in Europe. London: British Council.Google Scholar

European Commission. (2012). Press Briefing: The European Higher Education Area in 2012: Bologna Process Implementation Report. www.ehea.info/media.ehea.info/file/2012_Bucharest/79/5/Bologna_Process_Implementation_Report_607795.pdf.Google Scholar

Fernández–Sanjurjo, J., Fernández–Costales, A., & Arias Blanco, J. M. (2017). Analysing Students’ Content Learning in Science in CLIL vs. Non–CLIL Programmes: Empirical Evidence from Spain. International Journal of Bilingual Education and Bilingualism, 22(6), 661–674.CrossRef Google Scholar

García, O., & Flores, N. (2012). Multilingual Pedagogies. In Martin–Jones, M., Blackledge, A., & Creese, A. (Eds.), The Routledge Handbook of Multilingualism (pp. 232–246). New York: Routledge.Google Scholar

García–Mayo, P., & García–Lecumberri, M. L. (2003). Age and the Acquisition of English as a Third Language. Clevedon: Multilingual Matters.Google Scholar

Genesee, F. (2013). Insights into Bilingual Education from Research on Immersion Programmes in Canada. In Abello–Contessse, C., Chandler, P. M, López–Jiménez, M. D., & Chacón–Beltran, R. (Eds.), Bilingual and Multilingual Education in the 21st Century: Building on Experience (pp. 24–42). Clevedon: Multilingual Matters.Google Scholar

George, A., & Hoffman-Gonzalez, A. (2019). Dialect and Identity: US Heritage Language Learners of Spanish Abroad. Study Abroad Research in Second Language Acquisition and International Education, 4(2), 252–280.Google Scholar

Graddol, D., & Meinhoff, U. (1999). English in a Changing World (AILA Review 13). Oxford: Catchline.Google Scholar

Grin, F. (2008). Pourquoi l’intercompréhension? (Chapter 1) and Intercompréhension, efficience et équité (Chapter 4). In Conti, V. & Grin, F. (Eds.), S’entendre entre langues voisines: vers l’intercompréhension (pp. 17–30, 79–109) Geneva: Georg.Google Scholar

Grosjean, F. (2008). Studying Bilinguals. Oxford: Oxford University Press.Google Scholar

Hammerly, H. (1991). Fluency and Accuracy: Toward Balance in Language Teaching and Learning. Clevedon: Multilingual Matters.Google Scholar

Housen, A. (2012). Time and Amount of L2 Contact Inside and Outside the School – Insights from the European Schools. In Muñoz, C. (Ed.), Intensive Exposure Experiences in Second Language Learning (pp. 111–137). Clevedon: Multilingual Matters.Google Scholar

Herdina, H., & Jessner, U. (2002). A Dynamic Model of Multilingualism: Changing the Psycholinguistic Perspective. Clevedon: Multilingual Matters.CrossRef Google Scholar

Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of Developments in Research into English as a Lingua Franca. Language Teaching, 44(3), 281–315.Google Scholar

Jackson, J. (2016). The Language Use, Attitudes, and Motivation of Chinese Students Prior to a Semester-Long Sojourn in an English-Speaking Environment. Study Abroad Research in Second Language Acquisition and International Education, 1(1), 4–33.CrossRef Google Scholar

Jiang, X., Rollingson, J., Plonsky, L., Gustafson, E., & Pajak, B. (2021). Evaluating the Reading and Listening Outcomes of Beginning Level Duolingo Courses. Foreign Language Annals, 54(4), 974–1002.Google Scholar

Julstijn, H. A. (2013). Incidental Learning in Second Language Acquisition. In Chapelle, C. A (Ed.), The Encyclopedia of Applied Linguistics (vol. 5; pp. 2632–2640). Hoboken: John Wiley and Sons.Google Scholar

Keßler, J.-U., & Paulick, C. (2010). Mehrsprachigkeit und schulisches Englischlernen bei Lernern mit Migrationshintergrund. In Ahrenholtz, B. (Ed.), Fachunterricht und Deutsch als Zweitsprache (pp. 257–278). Tübingen: Narr.Google Scholar

Kinginger, C. (2015). Language Socialization in the Home Stay: American High School Students in China. In Mitchell, R., Tracy-Ventura, N., & McManus, K. (Eds.), Social Interaction, Identity and Language Learning during Residence Abroad (EuroSLA Monograph Series 4; pp. 53–74). Amsterdam: EuroSLA.Google Scholar

Köylü, Z. (2016). The Influence of Context on L2 Development: The Case of Turkish Undergraduates at Home and Abroad. Doctoral dissertation. University of South Florida & Swain.Google Scholar

Kramsch, C. (2009). The Multilingual Subject: What Language Learners Say About Their Experience and Why It Matters. Oxford: Oxford University Press.Google Scholar

Lasagabaster, D. (2008). Foreign Language Competence in Content and Language Integrated Learning. Open Applied Linguistics Journal, 1, 31–42.Google Scholar

Lasagabaster, D. (2009). The Implementation of CLIL and Attitudes towards Trilingualism. ITL, International Journal of Applied Linguistics, 159, 23–45.Google Scholar

Lasagabaster, D. (2017). Language Learning Motivation and Language Attitudes in Multilingual Spain from an International Perspective. Modern Language Journal, 101, 583–596.Google Scholar

Lasagabaster, D., & Doiz, A. (2017). A Longitudinal Study on the Impact of CLIL on Affective Factors. Applied Linguistics, 38, 688–712.Google Scholar

Llanes, À., Arnó, E., & Mancho–Barés, G. (2016). Erasmus Students Using English as a Lingua Franca: Does Study Abroad in a Non-English-Speaking Country Improve L2 English? The Language Learning Journal, 44(3), 292–303.Google Scholar

Lyster, R. (2017). Content-Based Language Learning. In Loewen, S. & Sato, M. (Eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 87–108). New York: Routledge.Google Scholar

Lüdi, G. (2004). Pour une linguistique de la compétence du locuteur plurilingue. Revue Française de Linguistique Appliquée, 9(2), 125–135.Google Scholar

Mahlouf, A. (2008). A Rewarding Challenge: How the Multiplicity of Languages Could Strengthen Europe. Brussels: Publications Office of the EU.Google Scholar

McArthur, T. (2003). English Today, 73(19–1), 54–58.Google Scholar

Mercator European Research Centre on Multilingualism and Language Learning. (2011). Trilingual Primary Education in Europe. Leeuwarden: Fryske Academy.Google Scholar

Mitchell, R., Tracy–Ventura, N., & McManus, K. (2017). Anglophone Students Abroad: Identity, Social Relationships and Language Learning. New York: Routledge.Google Scholar

Muñoz, C. (2006). The Age Factor in Foreign Language acquisition. Clevedon: Multilingual Matters.Google Scholar

Muñoz, C. (Ed.) (2012). Intensive Exposure Experiences in Second Language Learning. Clevedon: Multilingual Matters.Google Scholar

Navés, T., & Victori, M. (2010). CLIL in Catalonia: An Overview of Research Studies. In Ruiz de Zarobe, Y. & Lasagabaster, D. (Eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. 30–54). Newcastle upon Tyne: Cambridge Scholars.Google Scholar

Nikula, T., & Marsh, D. (1997). Language and Content Integrated Learning in the Primary and Secondary school sector. Helsinki: National Board of Education.Google Scholar

Okal, B O. (2014). Benefits of Multilingualism in Education. Universal Journal of Educational Research, 2(3), 223–229.Google Scholar

Ortega, L. (2019). SLA and the Study of Equitable Multilingualism. The Modern Language Journal, 103(Supp 2019), 23–38.Google Scholar

Paran, A. (2013). Content and Language Integrated Learning: Panacea or Policy Borrowing Myth? Applied Linguistics Review, 4, 317–342.Google Scholar

Pérez Cañado, M. L. (2012). CLIL Research in Europe: Past, Present and Future. International Journal of Bilingual Education and Bilingualism, 15, 315–341.Google Scholar

Pérez–Vidal, C. (2008). Política lingüística universitaria catalana dins l’EEES a la Universitat Pompeu Fabra: el Pla d’Acció pel Multilingüisme. In Martí i Castell, J. & Mestres i Serra, J. M. (Eds.), El multilingüisme a les universitats en l’espai europeu d’educació superior (Actes del Seminari del CUIMPB–CEL 2007; pp. 101–115). Barcelona, Institut d’Estudis Catalans.Google Scholar

Pérez–Vidal, C. (2009). The Integration of Content and Language in the Classroom: A European Approach to Education (The Second Time Around). In Dafouz, E. & Guerrini, M. C. (Eds.), CLIL Across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts (pp. 3–16). Madrid: Santillana Educación/Richmond Publisher.Google Scholar

Pérez–Vidal, C. (Ed.) (2014). Language Acquisition in Study Abroad and Formal Instruction Contexts. Amsterdam: John Benjamins.Google Scholar

Pérez–Vidal, C. (2015). Languages for All in Education: CLIL and ICLHE at the Crossroads of Multilingualism, Mobility and Internationalisation. In Juan–Garau, M. & Salazar–Noguera, J. (Eds.), Content Based Language Learning in Multilingual Educational Environments (pp. 105–121). Bristol: Multilingual Matters.Google Scholar

Pérez-Vidal, C., & Llanes, A. (2021). Study Abroad in European Perspective. In Mitchell, R. & Hynes, F. (Eds.), Language and Mobility: Study Abroad in the Contemporary European Context. New York: Routledge.Google Scholar

Pérez-Vidal, C., & Shively, R. (2018). L2 Pragmatic Development in Study Abroad Settings. In Taguchi, N. (Ed.), The Routledge Handbook of Pragmatics (pp. 355–371). New York: Routledge.Google Scholar

Pérez-Vidal, C., & Sanz, C. (in press). Research Methods in Study Abroad: Past, Present and Future. Amsterdam: John Benjamins.Google Scholar

Plews, J., & Jackson, J. (2017). Study Abroad to, from and within Asia. Special issue, Study Abroad Research in Second Language Acquisition and International Education, 2(2).CrossRef Google Scholar

Piccardo, E. (2018). Plurilingualism: Vision, Conceptualization, and Practices. In Trifonas, P. & Aravossitas, T. (Eds.), Springer International Handbooks of Education. Handbook of Research and Practice in Heritage Language Education (pp. 1–19) New York: Springer International.Google Scholar

Pinho, A. S., & Andrade, A. I. (2009). Plurilingual Awareness and Intercomprehension in the Professional Knowledge and Identity Development of Language Student Teachers. International Journal of Multilingualism, 6(3), 313–329.Google Scholar

Phillipson, R. (2000). English in the New World Order: Variations on a Theme of Linguistic Imperialism and “World English.” In Ricento, T. (Ed.), Ideology, Politics and Language Policies (pp. 107–120). Amsterdam: John Benjamins.Google Scholar

Puig-Mayenco, E., González Alonso, J., & Rothman, J. (2020). A Systematic Review of Transfer Studies in Third Language Acquisition. Second Language Research, 36(1), 31–64.Google Scholar

Roquet, H., & Pérez-Vidal, C. (2007). Bilingual Reading: An Essential Factor for the Acquisition of Written Competence in a Third Language. In Van Daele, S., Housen, A., Kuiken, F., Pierrard, M., & Vedder, I. (Eds.), Complexity, Fluency and Accuracy in Second Language Use, Learning and Teaching (pp. 183–193). Brussels: The Royal Flemish Academy of Belgium for Science and the Arts.Google Scholar

Roquet, H., & Pérez–Vidal, C. (2017). Do Productive Skills Improve in Content and Language Integrated Learning Contexts? The Case of Writing. Applied Linguistics, 38, 489–511.Google Scholar

Roquet, H., Vraciu, A., Nicolás, F., & Pérez-Vidal, C. (2022). Adjunct Instruction in Higher Education: Examining the Effects on English Foreign Language Proficiency. International Journal of Bilingual Education and Bilingualism, 25(4), 1377–1398.Google Scholar

Ruiz, R. (1984). Orientations in Language Planning. NABE Journal, 8(2), 15–34.Google Scholar

Ruiz de Zarobe, Y., & Lasagabaster, D. (2010). CLIL in a Bilingual Community: The Basque Autonomous Community. In Lasagabaster, D. & Ruiz de Zarobe, Y. (Eds.), CLIL in Spain: Implementation, Results and Teacher Training. Newcastle-upon-Tyne: Cambridge Scholars Publishing.Google Scholar

Rumlich, D. (2017). CLIL Theory and Empirical Reality: Two Sides of the Same Coin? A Quantitative Longitudinal Evaluation of General EFL Proficiency and Affective–Motivational Dispositions in CLIL Students at German Secondary Schools. Journal of Immersion and Content–Based Language Education, 5, 110–134.Google Scholar

Ricento, T. (2000). Ideology, Politics and Language Policies. Amsterdam: John Benjamins.Google Scholar

Sanz, C. (2000). Bilingual Education Enhances Third Language Acquisition: Evidence from Catalonia. Applied Psycholinguistics, 21, 23–44.Google Scholar

Sanz, C. (2021). Charting a Path Forward for Study Abroad and Spanish as Heritage Language Research. In Pozzi, R., Quan, T., & Escalante, C. (Eds.), Heritage Speakers of Spanish and Study Abroad. London: Routledge.Google Scholar

San Isidro, X., & Lasagabaster, D. (2019). Monitoring of Teachers’ Views on Both CLIL and the Development of Multiliteracies: A Longitudinal Qualitative Study. English Language Teaching, 12, 1–12.Google Scholar

Serra, C. (2007). Assessing CLIL at Primary School: A Longitudinal Study. International Journal of Bilingual Education and Bilingualism, 10(5), 582–602.Google Scholar

Serrano, R. (2011). The Time Factor in EFL Classroom Practice. Language Learning, 61(1), 117–145.Google Scholar

Seidlhofer, B. (2011). Understanding English as a Lingua franca. Oxford: Oxford University Press.Google Scholar

Sylvén, L. K. (2010). Teaching in English or English Teaching? On the Effects of Content and Language Integrated Learning on Swedish Learners’ Incidental Vocabulary Acquisition. Gothenburg: Acta Universitatis Gothoburgensis.Google Scholar

Tullock, B., & Ortega, L. (2017). Fluency and Multilingualism in Study Abroad: Lessons from a Scoping Review. System, 71, 7–21.Google Scholar

Villarreal Olaizola, I., & Garcia-Mayo, M. P. (2009). Tense and Agreement Morphology in the Interlanguage of Basque/Spanish Bilinguals: CLIL versus Non–CLIL. In Ruiz De Zarobe, Y. & Jiménez Catalan, R. M. (Eds.), Content and Language Integrated Learning. Evidence from Research in Europe (pp. 152–175). Bristol: Multilingual Matters.Google Scholar

Vögl, U. (2018). Standard Language Ideology and Multilingualism: Results from a Survey among European Students. European Journal of Applied Linguistics, 6(2), 185–208.Google Scholar

Weber, J. J. (2009). Multilingualism, Education and Change. Frankfurt: Peter Lang.Google Scholar

Weber, J.-J., & Horner, K. (2010). Orwellian Doublethink: Keywords in Luxembourgish and European Language-in-Education Policy Discourses. Language Policy, 9, 241–256.Google Scholar

Zaytseva, V., Pérez-Vidal, C., & Miralpeix, I. (2018). Vocabulary Acquisition during Study Abroad: A Comprehensive Review of the Research. In Sanz, C. & Morales-Front, A. (Eds.), The Routledge Handbook of Study Abroad Research and Practice (pp. 210–225). New York: Routledge.Google Scholar

References

Ahn, H.-D., & Jang, H. (2019). The Role of L3 in the Interpretation of Articles with Definite Plurals in L2 English. The Journal of Asia TEFL, 16(1), 12–36.Google Scholar

Ahn, H.-D., & Mao, C. (2019). Reverse Transfer of L3 on the Interpretation of L2 Reflexives. Journal of Asia TEFL, 16(4), 1323.Google Scholar

Alcorn, S., & Smiljanic, R. (2017). The Role of L2 Phonetic Experience in L1 Phonological Restructuring in Portuguese–English Bilinguals. Conference presentation. Bilingualism in the Hispanic and Lusophone World, January 27–29, Tallahassee, Florida, United States.Google Scholar

Amaral, L., & Roeper, T. (2014). Multiple Grammars and Second Language Representation. Second Language Research, 30(1), 3–36.Google Scholar

Bardovi-Harlig, K., & Stringer, D. (2019). Syntax and Phonology in L2 Attrition: Modularity and Resilience. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 364–376). Oxford: Oxford University Press.Google Scholar

Bergmann, C., Meulman, N., Stowe, L., Sprenger, S. A., & Schmid, M. S. (2015). Prolonged L2 Immersion Engenders Little Change in Morphosyntactic Processing of Bilingual Natives. Neuroreport, 26(17), 1065–1070.Google Scholar

Bergmann, C., Nota, A., Sprenger, S. A., & Schmid, M. S. (2016). L2 Immersion Causes Non-native-Like L1 Pronunciation in German Attriters. Journal of Phonetics, 58, 71–86.Google Scholar

Brice, H., Frost, S. J., Bick, A. S., Et Al. (2021). Tracking Second Language Immersion Across Time: Evidence from a Bi-directional Longitudinal Cross-Linguistic FMRI Study. Neuropsychologia, 154, article 107796.Google Scholar

Brown, M., & Chang, C. (2022). Regressive Crosslinguistic Influence in Multilingual Speech Rhythm: The Primacy of Typological Similarity. Conference presentation. The 96th Annual Meeting of the Linguistic Society of America, January 6–9 Washington, DC, United States.Google Scholar

Bullock, B. E., & Gerfen, C. (2004). Phonological Convergence in a Contracting Language Variety. Bilingualism: Language and Cognition, 7(2), 95–104.Google Scholar

Bullock, B. E., Toribio, A. J., González, V., & Dalola, A. (2006). Language Dominance and Performance Outcomes in Bilingual Pronunciation. In Grantham O’Brien, M., Shea, C., & Archibald, J. (Eds.), Proceedings of the 8th Generative Approaches to Second Language Acquisition Conference (pp. 9–16). Somerville: Cascadilla Proceedings Project.Google Scholar

Bylund, E. (2009). Maturational Constraints and First Language Attrition. Language Learning, 59(3), 687–715.Google Scholar

Cabrelli, J. (2020). The Role of a Learner’s Background Languages in the Acquisition of a Third Language. Presentation. Northwestern Linguistics Colloquium, Evanston, United States.Google Scholar

Cabrelli, J., Luque, A., & Finestrat-Martínez, I. (2019). English Phonotactics in L1 Brazilian Portuguese Illusory Vowel Perception. Journal of Phonetics, 73, 55–69.Google Scholar

Cabrelli Amaro, J. (2013). The Phonological Permeability Hypothesis: Measuring Regressive L3 Influence to Test L1 and L2 Phonological Representations. Doctoral dissertation. University of Florida.Google Scholar

Cabrelli Amaro, J. (2017a). L3 Morphosyntactic Effects on L1 vs. L2 Systems: The Differential Stability Hypothesis. In Angelovska, T. & Hahn, A. (Eds.), L3 Syntactic Transfer (pp. 173–194). Amsterdam: John Benjamins.Google Scholar

Cabrelli Amaro, J. (2017b). Testing the Phonological Permeability Hypothesis: L3 Phonological Effects on L1 versus L2 Systems. International Journal of Bilingualism, 21(6), 698–717.Google Scholar

Cabrelli Amaro, J., & Rothman, J. (2010). On L3 Acquisition and Phonological Permeability: A New Test Case for Debates on the Mental Representation of Non-native Phonological Systems. IRAL, International Review of Applied Linguistics in Language Teaching, 48, 275–296.Google Scholar

Cabrelli Amaro, J., Amaro, J. F., & Rothman, J. (2015). The Relationship between L3 Transfer and Structural Similarity across Development: Raising across an Experiencer in Brazilian Portuguese. In Peukert, H. (Ed.), Transfer Effects in Multilingual Language Development (pp. 21–52). Amsterdam: John Benjamins.Google Scholar

Carlson, M. T. (2019). Now You Hear it, Now You Don’t: Malleable Illusory Vowel Effects in Spanish–English Bilinguals. Bilingualism: Language and Cognition, 22(5), 1101–1122.Google Scholar

Celata, C. (2019). Phonological Attrition. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 218–227). Oxford: Oxford University Press.Google Scholar

Celata, C., & Cancila, J. (2010). Phonological Attrition and the Perception of Geminate Consonants in the Lucchese Community of San Francisco (CA). International Journal of Bilingualism, 14(2), 185–209.Google Scholar

Chamorro, G., & Sorace, A. (2019). The Interface Hypothesis as a Framework for Studying L1 Attrition. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 25–35). Oxford: Oxford University Press.Google Scholar

Chamorro, G., Sorace, A., & Sturt, P. (2016). What Is the Source of L1 Attrition? The Effect of Recent L1 Re-Exposure on Spanish Speakers under L1 Attrition. Bilingualism: Language and Cognition, 19(3), 520–532.Google Scholar

Chan, L., Dörnyei, Z., & Henry, A. (2014). Learner Archetypes and Signature Dynamics in the Language Classroom: A Retrodictive Qualitative Modelling Approach to Studying L2 Motivation. In Henry, A., MacIntyre, P., & Dörnyei, Z. (Eds.), Motivational Dynamics in Language Learning (pp. 238–259). Bristol: Multilingual Matters.Google Scholar

Chang, C. B. (2010). First Language Phonetic Drift during Second Language Acquisition. Unpublished doctoral dissertation. University of California, Berkeley.Google Scholar

Chang, C. B. (2011). Systemic Drift of L1 Vowels in Novice L2 Learners. In Lee, W. S. & Zee, E. (Eds.), Proceedings of the 17th International Congress of Phonetic Sciences (pp. 428–431). Hong Kong: City University of Hong Kong.Google Scholar

Chang, C. B. (2012). Rapid and Multifaceted Effects of Second-Language Learning on First-Language Speech Production. Journal of Phonetics, 40(2), 249–268.Google Scholar

Chang, C. B. (2013). A Novelty Effect in Phonetic Drift of the Native Language. Journal of Phonetics, 41(6), 520–533.Google Scholar

Chang, C. B. (2019a). Language Change and Linguistic Inquiry in a World of Multicompetence: Sustained Phonetic Drift and Its Implications for Behavioral Linguistic Research. Journal of Phonetics, 74, 96–113.Google Scholar

Chang, C. B. (2019b). Phonetic Drift. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 191–203). Oxford: Oxford University Press.Google Scholar

Chapin, K. B. (2018). Phonological Remapping in Native English Speakers. Unpublished Master’s thesis. Universitat Pompeu Fabra.Google Scholar

Cheung, A. S., Matthews, S., & Tsang, W. L. (2011). Transfer from L3 German to L2 English in the Domain of Tense/Aspect. In De Angelis, G. & Dewaele, J. M. (Eds.), New Trends in Crosslinguistic Influence and Multilingualism Research (pp. 53–73). Bristol: Multilingual Matters.Google Scholar

Chuang, S.-Y. (2002). A Study of the Use of English Relative Clauses by Speakers of Chinese Learning German in Taiwan. Master’s thesis. University of Texas–Arlington.Google Scholar

Darcy, I., Ramus, F., Christophe, A., Kinzler, K., & Dupoux, E. (2009). Phonological Knowledge in Compensation for Native and Non-native Assimilation. Berlin: De Gruyter Mouton.Google Scholar

De Bot, K. (2007). Dynamic Systems Theory, Lifespan Development and Language Attrition. In Köpke, B., Schmid, M., Keijzer, M., & Dostert, S. (Eds.), Language Attrition: Theoretical Perspectives (pp. 53–68). Amsterdam: John Benjamins.Google Scholar

De Bot, K. (2019). Concluding Remarks. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 502–508). Oxford: Oxford University Press.Google Scholar

De Bot, K., & Jaensch, C. (2015). What Is Special About L3 Processing? Bilingualism: Language and Cognition, 18(2), 130–144.Google Scholar

De Bot, K., & Larsen-Freeman, D. (2011). Researching Second Language Development from a Dynamic Systems Theory Perspective. In Verspoor, M., De Bot, K., & Lowie, W. (Eds.), A Dynamic Approach to Second Language Development. Methods and Techniques (pp. 5–23). Amsterdam: John Benjamins.Google Scholar

De Bot, K., Martens, V., & Stoessel, S. (2004). Finding Residual Lexical Knowledge: The “Savings” Approach to Testing Vocabulary. International Journal of Bilingualism, 8(3), 373–382.Google Scholar

De Bot, K., Lowie, W., & Verspoor, M. (2007). A Dynamic Systems Theory Approach to Second Language Acquisition. Bilingualism: Language and Cognition, 10(1), 7–21.Google Scholar

De Leeuw, E. (2019a). Native Speech Plasticity in the German–English Late Bilingual Stefanie Graf: A Longitudinal Study over Four Decades. Journal of Phonetics, 73, 24–39.Google Scholar

De Leeuw, E. (2019b). Phonetic Attrition. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 204–217). Oxford: Oxford University Press.Google Scholar

De Leeuw, E., Schmid, M. S., & Mennen, I. (2010). The Effects of Contact on Native Language Pronunciation in an L2 Migrant Setting. Bilingualism: Language and Cognition, 13(1), 33–40.Google Scholar

De Leeuw, E., Mennen, I., & Scobbie, J. M. (2012). Singing a Different Tune in Your Native Language: First Language Attrition of Prosody. International Journal of Bilingualism, 16(1), 101–116.Google Scholar

De Leeuw, E., Mennen, I., & Scobbie, J. M. (2013). Dynamic Systems, Maturational Constraints and L1 Phonetic Attrition. International Journal of Bilingualism, 17(6), 683–700.Google Scholar

De Leeuw, E., Tusha, A., & Schmid, M. S. (2018). Individual Phonological Attrition in Albanian–English Late Bilinguals. Bilingualism: Language and Cognition, 21(2), 278–295.Google Scholar

Dmitrieva, O., Jongman, A., & Sereno, J. (2010). Phonological Neutralization by Native and Non-native Speakers: The Case of Russian Final Devoicing. Journal of Phonetics, 38(3), 483–492.Google Scholar

Dmitrieva, O., Jongman, A., & Sereno, J. A. (2020). The Effect of Instructed Second Language Learning on the Acoustic Properties of First Language Speech. Languages, 5(4), article 44.Google Scholar

Domínguez, L. (2013). Understanding Interfaces: Second Language Acquisition and First Language Attrition of Spanish Subject Realization and Word Order Variation. Amsterdam: John Benjamins.Google Scholar

Ecke, P. (2004). Language Attrition and Theories of Forgetting: A Cross-disciplinary Review. International Journal of Bilingualism, 8(3), 321–354.Google Scholar

Ecke, P., & Hall, C. J. (2013). Tracking Tip-of-the-Tongue States in a Multilingual Speaker: Evidence of Attrition or Instability in Lexical Systems? International Journal of Bilingualism, 17(6), 734–751.Google Scholar

Flege, J. E. (1995). Second Language Speech Learning: Theory, Findings, and Problems. In Strange, W. (Ed.), Speech Perception and Linguistic Experience: Issues in Cross-Language Research (pp. 229–273). London: York Press.Google Scholar

Flege, J. E., & Bohn, O.-S. (2021). The Revised Speech Learning Model (SLM-r). In Wayland, R. (Ed.), Second Language Speech Learning: Theoretical and Empirical Progress (pp. 3–83). Cambridge: Cambridge University Press.Google Scholar

Flege, J. E., Schirru, C., & MacKay, I. (2003). Interaction between the Native and Second Language Phonetic Subsystems. Speech Communication, 40(4), 467–491.Google Scholar

Flores, C. (2010). The Effect of Age on Language Attrition: Evidence from Bilingual Returnees. Bilingualism: Language and Cognition, 13(4), 533–546.Google Scholar

Forecelini, J., & Sunderman, G. (2020). When More Is Less. Hispania, 103(4), 489–500.Google Scholar

Garcia, G. D. (2022). Statistical Modelling in L3/Ln Acquisition. OSF Preprints. March 19. https://doi.org/10.31219/osf.io/65wht.Google Scholar

Gamallo, P., Pichel, J. R., & Alegria, I. (2017). From Language Identification to Language Distance. Physica A: Statistical Mechanics and Its Applications, 484, 152–162.Google Scholar

Griessler, M. (2001). The Effects of Third Language Learning on Second Language Proficiency: An Austrian Example. International Journal of Bilingual Education and Bilingualism, 4(1), 50–60.Google Scholar

Grüter, T., & Hopp, H. (2021). How Permeable Are Native and Non-native Syntactic Processing to Crosslinguistic Influence? Journal of Memory and Language, 121, article 104281.Google Scholar

Guion, S. G. (2003). The Vowel Systems of Quichua–Spanish Bilinguals. Phonetica, 60(2), 98–128.Google Scholar

Guion, S. G., Flege, J. E., & Loftin, J. D. (2000). The Effect of L1 Use on Pronunciation in Quichua–Spanish Bilinguals. Journal of Phonetics, 28(1), 27–42.Google Scholar

Gurel, A., & Yilmaz, G. (2011). Restructuring in the L1 Turkish Grammar: Effects of L2 English and L2 Dutch. Language, Interaction and Acquisition, 2(2), 221–250.Google Scholar

Herd, W., Walden, R.L., Knight, W.L., & Alexander, S.N. (2015). Phonetic Drift in a First Language Dominant Environment. Journal of the Acoustical Society of America, 137, 2384–2384.Google Scholar

Herdina, P., & Jessner, U. (2002). A Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics. Bristol: Multilingual Matters.Google Scholar

Herdina, P., & Jessner, U. (2013). The Implications of Language Attrition for Dynamic Systems Theory: Next Steps and Consequences. International Journal of Bilingualism, 17(6), 752–756.Google Scholar

Hernandez, A. E. (2013). The Bilingual Brain. Oxford: Oxford University Press.Google Scholar

Hicks, G., & Domínguez, L. (2020a). Modelling L1 Grammatical Attrition through Language Acquisition: A Reply to Comments. Second Language Research, 36(2), 231–239.Google Scholar

Hicks, G., & Domínguez, L. (2020b). A Model for L1 Grammatical Attrition. Second Language Research, 36(2), 143–165.Google Scholar

Housen, A., & Simoens, H. (2016). Introduction: Cognitive Perspectives on Difficulty and Complexity in L2 Acquisition. Studies in Second Language Acquisition, 38(2), 163–175.Google Scholar

Hui, B. (2010). Backward Transfer from L3 French to L2 English Production of Relative Clauses by L1 Cantonese Speakers in Hong Kong. Hong Kong Journal of Applied Linguistics, 12(2), 45–60.Google Scholar

Hyltenstam, K., Bylund, E., Abrahamsson, N., & Park, H. S. (2009). Dominant-Language Replacement: The Case of International Adoptees. Bilingualism: Language and Cognition, 12(2), 121–140.Google Scholar

Iverson, M. (2012). Advanced Language Attrition of Spanish in Contact with Brazilian Portuguese. Dissertation, University of Iowa.Google Scholar

Jacobs, A., Fricke, M., & Kroll, J. F. (2016). Cross‐Language Activation Begins During Speech Planning and Extends into Second Language Speech. Language Learning, 66(2), 324–353.Google Scholar

Jarvis, S. (2019). Lexical Attrition. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 241–250). Oxford: Oxford University Press.Google Scholar

Jessner, U., Oberhofer, K., & Megens, M. (2021). The Attrition of School-Learned Foreign Languages: A Multilingual Perspective. Applied Psycholinguistics, 42(1), 19–50.Google Scholar

Kang, K.-H., & Guion, S. G. (2008). Clear Speech Production of Korean Stops: Changing Phonetic Targets and Enhancement Strategies. Journal of the Acoustical Society of America, 124(6), 3909–3917.Google Scholar

Kartushina, N. (2015). Second Language Phonological Acquisition in Adults: The Interplay Between the Native and Non-native Languages. Doctoral dissertation. University of Geneva.Google Scholar

Kartushina, N., Hervais-Adelman, A., Frauenfelder, U. H., & Golestani, N. (2016). Mutual Influences Between Native and Non-native Vowels in Production: Evidence from Short-Term Visual Articulatory Feedback Training. Journal of Phonetics, 57, 21–39.Google Scholar

Kasparian, K., & Steinhauer, K. (2016). Confusing Similar Words: ERP Correlates of Lexical-Semantic Processing in First Language Attrition and Late Second Language Acquisition. Neuropsychologia, 93, 200–217.Google Scholar

Kasparian, K., & Steinhauer, K. (2017). When the Second Language Takes the Lead: Neurocognitive Processing Changes in the First Language of Adult Attriters. Frontiers in Psychology, 8, article 389.Google Scholar

Kasparian, K., Vespignani, F., & Steinhauer, K. (2017). First Language Attrition Induces Changes in Online Morphosyntactic Processing and Re‐analysis: An ERP Study of Number Agreement in Complex Italian Sentences. Cognitive Science, 41(7), 1760–1803.Google Scholar

Kelemen, W. L. (2000). Metamemory Cues and Monitoring Accuracy: Judging What You Know and What You Will Know. Journal of Educational Psychology, 92(4), 800–810.Google Scholar

Köpke, B. (2007). Language Attrition at the Crossroads of Brain, Mind, and Society. In Köpke, B., Schmid, M., Keijzer, M., & Dostert, S. (Eds.), Language Attrition: Theoretical Perspectives (pp. 1–30). Amsterdam: John Benjamins.Google Scholar

Köpke, B., & Genevska-Hanke, D. (2018). First Language Attrition and Dominance: Same or Different? Frontiers in Psychology, 9.Google Scholar

Köpke, B., & Schmid, M. (2004). First Language Attrition: The Next Phase. In Schmid, M., Köpke, B., Keijzer, M., & Weilemar, L. (Eds.), First Language Attrition: Interdisciplinary Perspectives on Methodological Issues (pp. 1–43).Amsterdam: John Benjamins.Google Scholar

Kornder, L., & Mennen, I. (2021). Longitudinal Developments in Bilingual Second Language Acquisition and First Language Attrition of Speech: The Case of Arnold Schwarzenegger. Languages, 6(2), article 61.Google Scholar

Kubota, M. (2019). Language Change in Bilingual Returnee Children: Mutual Effects of Bilingual Experience and Cognition. PhD thesis. University of EdinburghGoogle Scholar

Lang, B., & Davidson, L. (2019). Effects of Exposure and Vowel Space Distribution on Phonetic Drift: Evidence from American English Learners of French. Language and Speech, 62(1), 30-60.Google Scholar

Larson, E. (2018). “I Obliterated My Spanish”: Lexical Transfer between L3 Portuguese, L2 Spanish, and L1 English. Master’s thesis. University of Minnesota.Google Scholar

Linck, J. A., Kroll, J. F., & Sunderman, G. (2009). Losing Access to the Native Language While Immersed in a Second Language: Evidence for the Role of Inhibition in Second-Language Learning. Psychological Science, 20(12), 1507–1515.Google Scholar

Lindqvist, C. (2010). Inter-and Intralingual Lexical Influences in Advanced Learners’ French L3 Oral Production. International Review of Applied Linguistics in Teaching (IRAL), 48, 131–157.Google Scholar

Liu, J., & Lin, J. (2021). A Cross-Linguistic Study of L3 Phonological Acquisition of Stop Contrasts. SAGE Open, 11(1), https://doi.org/10.1177/2158244020985510.Google Scholar

Liu, Z. (2019). Análisis de las obstruyentes en chino y en español como L3: estudio acústico y perceptivo para la categorización de errores. Doctoral dissertation. Universitat Autònoma de Barcelona.Google Scholar

Llinàs-Grau, M., & Mayenco, E. P. (2016). Regressive Transfer from L4 German to L3 English: The Case of That-Deletion. In Ibarrola-Armendariz, A. & Ortiz De Urbina Arruabarrena, J. (Eds.), Glancing Backwards to Build a Future in English Studies (pp. 281–287). Bilbao: University of Deusto.Google Scholar

Lohndal, T. (2020). A Distributed Architecture of L1 Attrition. Second Language Research, 36(2), 177–181.Google Scholar

Lord, G. (2008). Second Language Acquisition and First Language Phonological Modification. In Bruhn De Garavito, J. & Valenzuela, E. (Eds.), The 10th Hispanic Linguistics Symposium (pp. 184–193). Somerville: Cascadilla.Google Scholar

Luo, J., Li, V. G., & Mok, P. P. K. (2020). The Perception of Cantonese Vowel Length Contrast by Mandarin Speakers. Language and Speech, 63(3), 635–659.Google Scholar

MacWhinney, B. (2019). Language Attrition and the Competition Model. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 7–17). Oxford: Oxford University Press.Google Scholar

Major, R. C. (2010). First Language Attrition in Foreign Accent Perception. International Journal of Bilingualism, 14(2), 163–183.Google Scholar

Matthews, S., Cheung, S., & Tsang, W. (2014). Anti-Transfer Effects in Third Language Acquisition. Conference presentation. International Conference on Third Language Acquisition and Multilingualism, June 12–14, Uppsala, Sweden.Google Scholar

Mayr, R., Price, S., & Mennen, I. (2012). First Language Attrition in the Speech of Dutch–English Bilinguals: The Case of Monozygotic Twin Sisters. Bilingualism: Language and Cognition, 15(4), 687–700.Google Scholar

Mayr, R., Sánchez, D., & Mennen, I. (2020). Does Teaching Your Native Language Abroad Increase L1 Attrition of Speech? The Case of Spaniards in the United Kingdom. Languages, 5(4), 41.Google Scholar

Megens, M. (2020). Foreign Language Attrition, Crosslinguistic Interaction and Crosslinguistic Awareness in Young Multilingual Adults. Doctoral dissertation. University of Innsbruck.Google Scholar

Mehotcheva, T. H. (2010). After the Fiesta Is Over: Foreign Language Attrition of Spanish in Dutch and German Erasmus Students. Doctoral dissertation. Pompeu Fabra University.Google Scholar

Megens, M. (2019). Foreign Language Attrition: Crosslinguistic Interaction and Crosslinguistic Awareness in Multilingual Young Adults. Doctoral dissertation. University of Innsbruck.Google Scholar

Mennen, I. (2004). Bi-directional Interference in the Intonation of Dutch Speakers of Greek. Journal of Phonetics, 32(4), 543–563.Google Scholar

Miller, D., & Rothman, J. (2020). You Win Some, You Lose Some: Comprehension and Event-Related Potential Evidence for L1 Attrition. Bilingualism: Language and Cognition, 23(4), 869–883.Google Scholar

Montoya-Abat, B. (2009). Phonological Features of Attrition. Variation in Indigenous Minority Languages, 25, 211.Google Scholar

Nakuma, C. (1997). A Method for Measuring the Attrition of Communicative Competence: A Pilot Study with Spanish L3 Subjects. Applied Psycholinguistics, 18(2), 219–236.Google Scholar

Namjoshi, J., Tremblay, A., Spinelli, E., et al. (2015). Speech Segmentation Is Adaptive Even in Adulthood: Role of the Linguistic Environment. In The Scottish Consortium for ICPhS 2015 (Ed.), Proceedings of the 18th International Congress of Phonetic Sciences. University of Glasgow. Paper Number 0676. www.Internationalphoneticassociation.Org/Icphs-Proceedings/ICPhS2015/Papers/ICPHS0676.Pdf.Google Scholar

Nodari, R., Celata, C., & Nagy, N. (2016). Immigrants’ Speech: Is Phonetic Attrition a Necessary Precondition for Phonological Attrition to Occur? Conference Presentation. Third International Conference on Language Attrition, July 5–7, Colchester, UK.Google Scholar

Oh, G. E., Guion-Anderson, S., Aoyama, K., et al. (2011). A One-Year Longitudinal Study of English and Japanese Vowel Production by Japanese Adults and Children in an English-Speaking Setting. Journal of Phonetics, 39(2), 156–167.Google Scholar

Olson, D. J. (2020). Short-Term Sources of Cross-Linguistic Phonetic Influence: Examining the Role of Linguistic Environment. Languages, 5(4), article 43.Google Scholar

Opitz, C. (2011). First Language Attrition and Second Language Acquisition in a Second Language Environment. PhD dissertation. University of Dublin.Google Scholar

Opitz, C. (2019). A Complex Dynamic Systems Perspective on Personal Background Variables in L1 Attrition. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 49–60). Oxford: Oxford University Press.Google Scholar

Osborne, D. M., & Simonet, M. (2021). Foreign-Language Phonetic Development Leads to First-Language Phonetic Drift: Plosive Consonants in Native Portuguese Speakers Learning English as a Foreign Language in Brazil. Languages, 6(3), 112.Google Scholar

Pallotti, G. (2021). Cratylus’ Silence: On the Philosophy and Methodology of Complex Dynamic Systems Theory in SLA. Second Language Research, 38(3), 689–701.Google Scholar

Paradis, M. (2004). A Neurolinguistic Theory of Bilingualism. Amsterdam: John Benjamins.Google Scholar

Paradis, M. (2007). L1 Attrition Features Predicted by a Neurolinguistic Theory of Bilingualism. In Köpke, B. (Ed.), Language Attrition: Theoretical Perspectives (pp. 121–133). Amsterdam: John Benjamins.Google Scholar

Parlato, E., Christophe, A., Hirose, Y., & Dupoux, E. (2010). Plasticity of Illusory Vowel Perception in Brazilian–Japanese Bilinguals. Journal of the Acoustic Society of America, 127, 3738–3748.Google Scholar

Passoni, E., Mehrabi, A., Levon, E., & De Leeuw, E. (2018). Bilingualism, Pitch Range and Social Factors: Preliminary Results from Sequential Japanese–English Bilinguals. In Klessa, K., Bachan, J., Wagner, A., Karpiński, M., & Śledziński, D. (Eds.), Proceedings of the 9th International Conference on Speech Prosody (pp. 384–388). Poznan: Adam Mickiewicz University.Google Scholar

Peng, S.-H. (1993). Cross-Language Influence on the Production of Mandarin/f/and/x/and Taiwanese/h/by Native Speakers of Taiwanese Amoy. Phonetica, 50(4), 245–260.Google Scholar

Perpiñán, S. (2011) Optionality in Bilingual Native Grammars. Language Interaction and Acquisition, 2(2), 312–341.Google Scholar

Pinelis, J., Carter, K. A., & Wojton, H. M. (2018). The Effect of Extremes in Small Sample Size on Simple Mixed Models: A Comparison of Level-1 and Level-2 Size. Institute for Defense Analyses. www.jstor.org/stable/resrep22745.Google Scholar

Plonsky, L. (2013). Study Quality in SLA: An Assessment of Designs, Analyses, and Reporting Practices in Quantitative L2 Research. Studies in Second Language Acquisition, 35(4), 655–687.Google Scholar

Plonsky, L. (2015). Statistical Power, P Values, Descriptive Statistics, and Effect Sizes: A “Back-to-Basics” Approach to Advancing Quantitative Methods in L2 Research. In Plonsky, L. (Ed.), Advancing Quantitative Methods in Second Language Research (pp. 23–45). New York: Routledge.Google Scholar

Plonsky, L., & Oswald, F. L. (2014). How Big Is “Big”? Interpreting Effect Sizes in L2 Research. Language Learning, 64(4), 878–912.Google Scholar

Putnam, M. T. (2020). Lexicalizing Exponents in Multilingual Grammars. Second Language Research, 36(2), 187–192.Google Scholar

Putnam, M. T, Perez-Cortes, S., & Sánchez, L. (2019). Language Attrition and the Feature Reassembly Hypothesis. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 18–24). Oxford: Oxford University Press.Google Scholar

Ribbert, A., & Kuiken, F. (2010). L2-Induced Changes in the L1 of Germans Living in the Netherlands. Bilingualism: Language and Cognition, 13(1), 41–48.Google Scholar

Rietveld, T., & Van Hout, R. (2011). Statistical Techniques for the Study of Language and Language Behaviour. Berlin: De Gruyter Mouton.Google Scholar

Sancier, M. L., & Fowler, C. A. (1997). Gestural Drift in a Bilingual Speaker of Brazilian Portuguese and English. Journal of Phonetics, 25(4), 421–436.Google Scholar

Schachter, J. (1974). An Error in Error Analysis. Language Learning, 24(2), 205–214.Google Scholar

Schmid, M. S. (2002). First Language Attrition, Use and Maintenance: The Case of German Jews in Anglophone Countries (vol. 24). Amsterdam: John Benjamins Publishing.Google Scholar

Schmid, M. S. (2007). The Role of L1 Use for L1 Attrition. In Köpke, B., Schmid, M., Keijzer, M., & Dostert, S. (Eds.), Language Attrition: Theoretical Perspectives (pp. 135–153). Amsterdam: John Benjamins.Google Scholar

Schmid, M. S. (2013). First Language Attrition. Linguistic Approaches to Bilingualism, 3(1), 94–115.Google Scholar

Schmid, M. S., & De Leeuw, E. (2019). Introduction to Linguistic Factors in Language Attrition. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 181–190). Oxford: Oxford University Press.Google Scholar

Schmid, M. S., & Dusseldorp, E. (2010). Quantitative Analyses in a Multivariate Study of Language Attrition: The Impact of Extralinguistic Factors. Second Language Research, 26(1), 125–160.Google Scholar

Schmid, M. S., & Jarvis, S. (2014). Lexical Access and Lexical Diversity in First Language Attrition. Bilingualism: Language and Cognition, 17(4), 729–748.Google Scholar

Schmid, M. S., & Köpke, B. (2009). L1 Attrition and the Mental Lexicon. In Pavlenko, A. (Ed.), The Bilingual Mental Lexicon: Interdisciplinary Approaches (pp. 209–238). Bristol: Multilingual Matters.Google Scholar

Schmid, M. S., & Köpke, B. (2017a). The Relevance of First Language Attrition to Theories of Bilingual Development. Linguistic Approaches to Bilingualism, 7(6), 637–667.Google Scholar

Schmid, M. S., & Köpke, B. (2017b). When Is a Bilingual an Attriter? Response to the Commentaries. Linguistic Approaches to Bilingualism, 7(6), 763–770.Google Scholar

Schmid, M. S., & Köpke, B. (2019). Introduction. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 1–4). Oxford: Oxford University Press.Google Scholar

Schroeder, S. R., & Marian, V. (2017). Cognitive Consequences of Trilingualism. International Journal of Bilingualism, 21(6), 754–773.Google Scholar

Schütze, C. T. (2020). Acceptability Ratings Cannot Be Taken at Face Value. In Schindler, S., Drożdżowicz, A., & Brøcker, K., K. (Eds.), Linguistic Intuitions: Evidence and Method (pp. 189–215). Oxford: Oxford University Press.Google Scholar

Seliger, H. W., & Vago, R. M. (1991). The Study of First Language Attrition: An Overview. In Seliger, H. & Vago, M. (Eds.), First Language Attrition (pp. 3–15). Cambridge: Cambridge University Press.Google Scholar

Sharwood Smith, M. (2019). Language Attrition as a Special Case of Processing Change: A Wider Cognitive Perspective. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 73–87). Oxford: Oxford University Press.Google Scholar

Slabakova, R. (2019). Implications of the Bottleneck Hypothesis for Language Attrition. In Schmid, M. K. & Köpke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 36–48). Oxford: Oxford University Press.Google Scholar

Spinelli, G., Forti, L., & Jared, D. (2021). Learning to Assign Stress in a Second Language: The Role of Second-Language Vocabulary Size and Transfer from the Native Language in Second-Language Readers of Italian. Bilingualism: Language and Cognition, 24(1), 124–136.Google Scholar

Steinhauer, K., & Kasparian, K. (2020). Brain Plasticity in Adulthood – ERP Evidence for L1‐Attrition in Lexicon and Morphosyntax after Predominant L2 Use. Language Learning, 70(s2), 171–193.Google Scholar

Suhonen, L.-V. (2020). Snakes and Ladders: Developmental Aspects of Lexical-Conceptual Relationships in the Multilingual Mental Lexicon. Doctoral dissertation. Lund University.Google Scholar

Sypiańska, J. (2013). Quantity and Quality of Language Use and L1 Attrition of Polish Due to L2 Danish and L3 English. Doctoral dissertation. Adam Mickiewicz University.Google Scholar

Sypiańska, J. (2016). Multilingual Acquisition of Vowels in L1 Polish, L2 Danish and L3 English. International Journal of Multilingualism, 13(4), 476–495.Google Scholar

Tsang, W. L. (2016). Acquisition of English Number Agreement: L1 Cantonese–L2 English–L3 French Speakers versus L1 Cantonese–L2 English Speakers. International Journal of Bilingualism, 20(5), 611–635.Google Scholar

Tsimpli, I., Sorace, A., Heycock, C., & Filiaci, F. (2004). First Language Attrition and Syntactic Subjects: A Study of Greek and Italian Near-Native Speakers of English. International Journal of Bilingualism, 8(3), 257–277.Google Scholar

Ulbrich, C., & Ordin, M. (2014). Can L2-English Influence L1-German? The Case of Post-Vocalic/R. Journal of Phonetics, 45, 26–42.Google Scholar

Westergaard, M. (2020). Attrition via Acquisition: The Importance of Development in Small Steps: A Commentary on “A Model for L1 Grammatical Attrition.” Second Language Research, 36(2), 219–223.Google Scholar

Wrembel, M., Gut, U., Kopečková, R., & Balas, A. (2020). Cross-Linguistic Interactions in Third Language Acquisition: Evidence from Multi-Feature Analysis of Speech Perception. Languages, 5(4), 52.Google Scholar

Xu, X. (2010). English Language Attrition and Retention in Chinese and Dutch University Students. Doctoral dissertation. University of Groningen.Google Scholar

Yeni-Komshian, G. H., Flege, J. E., & Liu, S. (2000). Pronunciation Proficiency in the First and Second Languages of Korean–English Bilinguals. Bilingualism: Language and Cognition, 3(2), 131–149.Google Scholar

References

Archibald, J. (2021). Turtles All the Way Down: Micro-cues and Piecemeal Transfer in L3 Phonology and Syntax. Second Language Research, 37(3), 415–421.Google Scholar

Bardel, C., & Falk, Y. (2007). The Role of the Second Language in Third Language Acquisition: The Case of Germanic Syntax. Second Language Research, 23(4), 459–484.Google Scholar

Bardel, C., & Falk, Y. (2012). The L2 Status Factor and the Declarative/Procedural Distinction. In Cabrelli Amaro, J., Flynn, S., & Rothman, J. (Eds.), Third Language Acquisition in Adulthood (pp. 61–78). Amsterdam: John Benjamins.Google Scholar

Benmamoun, E., Montrul, S., & Polinsky, M. (2013). Heritage Languages and Their Speakers: Opportunities and Challenges for Linguistics. Theoretical Linguistics, 39(3–4), 129–181.Google Scholar

Bialystok, E. (2009) Effects of Bilingualism on Cognitive and Linguistic Performance across the Lifespan. In Gogolin, I. & Neumann, U. (Eds.), Streitfall Zweisprachigkeit – The Bilingualism Controversy (pp. 53–67). Wiesbaden: VS Verlag Für Sozialwissenschaften.Google Scholar

Birdsong, D., Gertken, L., & Amengual, M. (2012). Bilingual Language Profile: An Easy-to-Use Instrument to Assess Bilingualism. COERLL. University of Texas.Google Scholar

Bley-Vroman, R. (1989). What Is the Logical Problem of Foreign Language Learning? In Gass, S. & Schachter, J. (Eds.), Linguistic Perspectives on Second Language Acquisition (pp. 41–68). Cambridge: Cambridge University Press.Google Scholar

Cabrelli, J., & Iverson, M. (2023). Why Do L3 Learners Overcome Non-facilitative L3 Transfer from an L2 Faster Than an L1? The Cumulative Input Threshold Hypothesis. International Journal of Multilingualism.Google Scholar

Cabrelli, J., & Pichan, C. (2021). Initial Phonological Transfer in L3 Brazilian Portuguese and Italian. Linguistic Approaches to Bilingualism, 11(2), 131–167.Google Scholar

Cabrelli, J., Iverson, M., Giancaspro, D., & González, B. H. (2020). The Roles of L1 Spanish Versus L2 Spanish in L3 Portuguese Morphosyntactic Development. In Molsing, K., Becker Lopes Perna, C., & Tramunt Ibaños, A. M. (Eds.), Linguistic Approaches to Portuguese as an Additional Language (pp. 11–33). Amsterdam: John Benjamins.Google Scholar

Cenoz, J. (2013). The Influence of Bilingualism on Third Language Acquisition: Focus on Multilingualism. Language Teaching, 46, 71–86.Google Scholar

Cenoz, J., & Jessner, U. (2000). English in Europe: The Acquisition of a Third Language. Clevedon: Multilingual Matters.Google Scholar

Cummins, J. (2000). Putting Language Proficiency in Its Place: Responding to Critiques of the Conversational/Academic Language Distinction. In Cenoz, J. & Jessner, U. (Eds.), English in Europe: The Acquisition of a Third Language (pp. 54–83). Clevedon: Multilingual Matters.Google Scholar

Diehl, C., Hunkler, C., & Kristen, C. (Eds.) (2016). Ethnische Ungleichheiten im Bildungsverlauf. Mechanismen, Befunde, Debatten. Cham: Springer VS.Google Scholar

Domene Moreno, C. (2021). Beyond Transfer? The Acquisition of an Additional-Phonological System by Young Monolingual and Bilingual Learners. Doctoral dissertation. University of Wurzburg.Google Scholar

Fallah, N., & Jabbari, A. A. (2018). L3 Acquisition of English Attributive Adjectives: Dominant Language of Communication Matters for Syntactic Cross-Linguistic Influence. Linguistic Approaches to Bilingualism, 8(2), 193–216.Google Scholar

Fallah, N., Jabbari, A. A., & Fazilatfar, A. M. (2016). Source(s) of Syntactic Cross-Linguistic Influence (CLI): The Case of L3 Acquisition of English Possessives by Mazandarani Persian Bilinguals. Second Language Research, 32(2), 225–245.Google Scholar

Flynn, S., Foley, C., & Vinnitskaya, I. (2004). The Cumulative-Enhancement Model for Language Acquisition: Comparing Adults’ and Children’s Patterns of Development in First, Second and Third Language Acquisition of Relative Clauses. International Journal of Multilingualism, 1(1), 3–16.Google Scholar

Gabriel, C., Kupisch, T., & Seoudy, J. (2016). VOT in French as a Foreign Language. A Production and Perception Study with Mono- and Multilingual Learners (German/ Mandarin-Chinese). Conference presentation. Actes du 5eCongrès Mondial d Linguistique Française. Tours. https://dx.doi.org/10.1051/shsconf/20162709002.Google Scholar

Gabriel, C., Krause, M., & Dittmers, T. (2018). VOT Production in Multilingual Learners of French as a Foreign Language: Cross-Linguistic Influence from the Heritage Languages Russian and Turkish. Revue française de linguistique appliquée, 23(1), 59–72.Google Scholar

García Mayo, M. Del P., & Slabakova, R. (2015). Object Drop in L3 Acquisition. International Journal of Bilingualism, 19(5), 483–498.Google Scholar

Geiss, M., Gumbsheimer, S., Svenja, S., Lloyd-Smith, A., & Kupisch, T., (2021). Voice Onset Time in Multilingual Speakers: Italian Heritage Speakers in Germany with L3 English. Studies in Second Language Acquisition, 44(2), 435–459.Google Scholar

Giancaspro, D., Halloran, B., & Iverson, M. (2015). Transfer at the Initial Stages of L3 Brazilian Portuguese: A Look at Three Groups of English/Spanish Bilinguals. Bilingualism: Language and Cognition, 18(2), 191–207.Google Scholar

González Alonso, J., & Rothman, J. (2017). Coming of Age in L3 Initial Stages Transfer Models: Deriving Developmental Predictions and Looking towards the Future. International Journal of Bilingualism, 21(6), 683–697.Google Scholar

González Alonso, J., Puig-Mayenco, E., Fábregas, A., Chaouch-Orozco, A., & Rothman, J. (2021). On the Status of Transfer in Adult Third Language Acquisition of Early Bilinguals. PLoS ONE, 16(3), article e0247976.Google Scholar

Hesse, H. G., & Göbel, K. (2009). Mehrsprachigkeit als Kapital: Ergebnisse der DESI Studie. In Gogolin, I. & Neumann, U. (Eds.), Streitfall Zweisprachigkeit – The bilingualism controversy. Wiesbaden: VS Verlag für Sozialwissenschaften.Google Scholar

Hopp, H. (2019). Cross-Linguistic Influence in the Child Third Language Acquisition of Grammar: Sentence Comprehension and Production Among Turkish–German and German Learners of English. International Journal of Multilingualism, 23(2), 567–583.Google Scholar

Hopp, H., Vogelbacher, M., Kieseier, T., & Thoma, D. (2019). Bilingual Advantages in Early Foreign Language Learning: Effects of the Minority and the Majority Language. Learning and Instruction, 61, 99–110.Google Scholar

Iverson, M. (2009). Competing SLA Hypotheses Assessed: Comparing Heritage and Successive Spanish Bilinguals of L3 Brazilian Portuguese. In Pires, A. & Rothman, J. (Eds.), Minimalist Inquiries into Child and Adult Language Acquisition: Case Studies Across Portuguese (pp. 221–243). Berlin: Mouton DeGruyter.Google Scholar

Iverson, M. (2010). Informing the Age of Acquisition Debate: L3 as a Litmus Test. International Review of Applied Linguistics in Language Teaching (IRAL), 48(2–3), 221–243.Google Scholar

Jensen, I., N., Mitrofanova, N., Anderssen, M., et al. (2021). Crosslinguistic Influence in L3 Acquisition across Linguistic Modules. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2021.1985127.Google Scholar

Jessner, U. (2006). Linguistic Awareness in Multilinguals. Edinburgh: Edinburgh University Press.Google Scholar

Kopečková, R. (2016). The Bilingual Advantage in L3 Learning: A Developmental Study of Rhotic Sounds. International Journal of Multilingualism, 13(4), 410–425.Google Scholar

Kupisch, T. (2019). 2L1 Simultaneous Bilinguals as Heritage Speakers in Morpho-syntax and Phonology. In Schmid, M. & Köpcke, B. (Eds.), The Oxford Handbook of Language Attrition (pp. 458–469). Oxford: Oxford University Press.Google Scholar

Kupisch, T. (2020). Towards Modelling Heritage Speakers’ Sound Systems. Bilingualism: Language and Cognition, 23, 20–30.Google Scholar

Kupisch, T. (2021). Heritage Languages in Europe. In Montrul, S. & Polinsky, M. (Eds.), The Cambridge Handbook of Heritage Languages and Linguistics (pp. 45–68). Cambridge: Cambridge University Press.Google Scholar

Kupisch, T., & Rothman, J. (2018). Terminology Matters! Why Difference Is Not Incompleteness and How Early Child Bilinguals Are Heritage Speakers. International Journal of Bilingualism, 22(5), 564–582.Google Scholar

Kupisch, T., Snape, N., & Stangen, I. (2013). Foreign Language Acquisition in Heritage Speakers: The Acquisition of Articles in L3-English by German–Turkish Bilinguals. In Duarte, J. & Gogolin, I. (Eds.), Linguistic Super-Diversity in Urban Areas: Research Approaches (pp. 99–122). Amsterdam: John Benjamins.Google Scholar

Kupisch, T., Lloyd-Smith, A., & Stangen, I. (2020). Perceived Global Accent in Turkish Heritage Speakers in Germany: The Impact of Exposure and Use for Early Bilinguals. In Bayram, F. (Ed.), Turkish as a Heritage Language (pp. 207–229). Amsterdam: John Benjamins.Google Scholar

Kupisch, T., Kolb, N., Rodina, Y, & Urek, O. (2021). Foreign Accent in Pre- and Primary School Heritage Bilinguals. Languages, 6(96), 1–19.Google 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 (pp. 179–197). Clevedon: Multilingual Matters.Google Scholar

Llama, R., & López-Morelos, L. P. (2016). VOT Production by Spanish Heritage Speakers in a Trilingual Context. International Journal of Multilingualism, 13(4), 444–458.Google Scholar

Llama, R., & López-Morelos, L. P. (2020). On Heritage Accents: Insights from VOT Production by Trilingual Heritage Speakers of Spanish. In Babatsouli, E. & Ball, M. J. (Eds.), An Anthology of Bilingual Child Phonology (pp. 209–231). Bristol: Multilingual Matters.Google Scholar

Lloyd-Smith, A. (2020). Heritage Bilingualism and the Acquisition of English as a Third Language. Doctoral dissertation. University of Konstanz.Google Scholar

Lloyd-Smith, A. (2021). Perceived Foreign Accent in L3 English: The Effects of Heritage Language Use. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2021.1957899.Google Scholar

Lloyd-Smith, A., Gyllstad, H., & Kupisch, T. (2017). Transfer into L3 English: Global Accent in German-Dominant Heritage Speakers of Turkish. Linguistic Approaches to Bilingualism, 7(2), 131–162.Google Scholar

Lloyd-Smith, A., Gyllstad, H., Kupisch, T., & Quaglia, S. (2021). Heritage Language Proficiency Does Not Predict Syntactic CLI into L3 English. International Journal for Bilingual Education and Bilingualism, 24(3), 435–451.Google Scholar

Lorenz, E., Toprak, T. E., & Siemund, P (2021). English L3 Acquisition in Heritage Contexts: Modelling a Path Through the Bilingualism Controversy. Poznan Studies in Contemporary Linguistics, 57(2), 273–298.Google Scholar

Lorenz, E., Toprak-Yildiz, T. E., & Siemund, P. (2022). Why Are They So Similar? The Interplay of Linguistic and Extra-linguistic Variables in Monolingual and Bilingual Learners of English. Pedagogical Linguistics. https://doi.org/10.1075/pl.21016.lor Google Scholar

Montrul, S. (2008). Incomplete Acquisition in Bilingualism. Re-examining the Age Factor. Amsterdam: John Benjamins.Google Scholar

Montrul, S. (2015). Dominance and Proficiency in Early and Late Bilingualism. In Treffers-Daller, J. & Silva-Corvalán, C. (Eds.), Language Dominance in Bilinguals. Issues of Measurement and Operationalization (pp. 15–35). Cambridge: Cambridge University Press.Google Scholar

Montrul, S. (2016). The Acquisition of Heritage Languages. Cambridge: Cambridge University Press.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 (pp. 157–178). Clevedon: Multilingual Matters.Google Scholar

Oh, J. S., Jun, S. A., Knightly, L. M., & Au, T. K. F. (2003). Holding on to Childhood Language Memory. Cognition, 86(3), B53–B64.Google Scholar

Paradis, M. (2004). A Neurolinguistics Theory of Bilingualism. Amsterdam: John Benjamins.Google Scholar

Paradis, M. (2009). Declarative and Procedural Determinants of Second Languages.Amsterdam: John Benjamins.Google Scholar

Polinsky, M. (2015). When L1 Becomes an L3: Assessing Grammatical Knowledge in Heritage Speakers/Learners. Bilingualism: Language and Cognition, 18, 163–378.Google Scholar

Puig-Mayenco, E. (2019). Polarity in L3 English: The Initial Stages and Beyond. Doctoral dissertation. University of Reading.Google Scholar

Puig-Mayenco, E., & Marsden, H. (2018). Polarity-Item Anything in L3 English: Where Does Transfer Come from When the L1 is Catalan and the L2 is Spanish? Second Language Research, 34, 487–515.Google Scholar

Puig-Mayenco, E., Rothman, J., & Tubau, S. (2020). Language Dominance in the Previously Acquired Languages Modulates Rate of Third Language (L3) Development over Time: A Longitudinal Study. International Journal of Bilingual Education and Bilingualism, 25(5), 1641–1664.Google Scholar

Putnam, M. T., & Sánchez, L. (2013). What’s So Incomplete about Incomplete Acquisition? A Prolegomenon to Modeling Heritage Language Grammars. Linguistic Approaches to Bilingualism, 3(4), 478–508.Google Scholar

Ringbom, H. (1987). The Role of L1 in Foreign Language Learning. Clevedon: Multilingual Matters.Google Scholar

Rothman, J. (2009). Understanding the Nature and Outcomes of Early Bilingualism: Romance Languages as Heritage Languages. International Journal of Bilingualism, 13(2), 155–163.Google Scholar

Rothman, J. (2011). L3 Syntactic Transfer Selectivity and Typological Determinacy: The Typological Primacy Model. Second Language Research, 27(1), 107–127.Google Scholar

Rothman, J. (2015). Linguistic and Cognitive Motivations for the Typological Primacy Model (TPM) of Third Language (L3) Transfer: Timing of Acquisition and Proficiency Considered. Bilingualism: Language and Cognition, 18(2), 179–190.Google Scholar

Rothman, J., & Cabrelli Amaro, J. (2010). What Variables Condition Syntactic Transfer? A Look at the L3 Initial State. Second Language Research, 26(2),189–218.Google Scholar

Rothman, J., González Alonso, J., & Puig-Mayenco, E. (2019). Third Language Acquisition and Linguistic Transfer (Cambridge Studies in Linguistics). Cambridge: Cambridge University Press.Google Scholar

Sagasta Errasti, M. P. (2003). Acquiring Writing Skills in a Third Language: The Positive Effects of Bilingualism. International Journal of Bilingualism, 7(1), 27–42.Google Scholar

Schwartz, B. D., & Sprouse, R. (1996). L2 Cognitive States and the Full Transfer/Full Access Model. Second Language Research, 12, 40–72.Google Scholar

Scontras, G., Fuchs, Z., & Polinsky, M. (2015). Heritage Language and Linguistic Theory. Frontiers in Psychology, 6, article 1545.Google Scholar

Sharwood Smith, M., & Kellerman, E. (1986). Crosslinguistic Influence in Second Language Acquisition. Oxford: Pergamon Press.Google Scholar

Siemund, P., & Lechner, S. (2015). Transfer Effects in the Acquisition of English as an Additional Language by Bilingual Children in Germany. In Peukert, H. (Ed.), Transfer Effects in Multilingual Language Development (pp. 147–160). Amsterdam: John Benjamins.Google Scholar

Silva-Corvalán, C., & Treffers-Daller, J. (2015). Digging into Dominance: A Closer Look at Language Dominance in Bilinguals. In Treffers-Daller, J. & Silva-Corvalán, C. (Eds.), Language Dominance in Bilinguals: Issues of Measurement and Operationalization (pp. 1–14). Cambridge: Cambridge University Press.Google Scholar

Slabakova, R. (2017). The Scalpel Model of Third Language Acquisition. International Journal of Bilingualism, 21(6), 651–665.Google Scholar

Slabakova, R., & Garcia Mayo, M. Del P. (2015). The L3 Syntax–Discourse Interface. Bilingualism: Language and Cognition, 18(2), 208–226.Google Scholar

Sorace, A. (2011). Pinning Down the Concept of “Interface” in Bilingualism. Linguistic Approaches to Bilingualism, 1, 1–34.Google Scholar

Statisches Bundesamt (Destatis). (2019). Bevölkerung mit Migrationshintergrund – Ergebnisse des Mikrozensus 2018, Fachserie. 1, Reihe 2.2, Bevölkerung und Erwerbstätigkeit.Google Scholar

Stangen, I., Kupisch, T., Proietti Erguen, A. L., & Zielke, M. (2015). Foreign Accent in Heritage Speakers of Turkish in Germany. In Peukert, H. (Ed.), Transfer Effects in Multilingual Language Development (pp. 87–108). Amsterdam: John Benjamins.Google Scholar

Suhonen, L-V. (2020). Snakes and Ladders: Developmental Aspects of Lexical Conceptual Relationships in the Multilingual Mental Lexicon. Doctoral dissertation. Lund University.Google Scholar

Thomas, J. (1988). The Role Played by Metalinguistic Awareness in Second and Third Language Learning. Journal of Multilingual and Multicultural Development, 9, 235–246.Google Scholar

Unsworth, S. (2016). Quantity and Quality of Language Input in Bilingual Language Development. In Nicoladis, E. & Montanari, S. (Eds.), Lifespan Perspectives on Bilingualism (pp. 136–196). Berlin: De Gruyter.Google Scholar

Westergaard, M. (2021). Microvariation in Multilingual Situations: The Importance of Property-by-Property Acquisition. Second Language Research, 37(3), 379–407Google Scholar

Westergaard, M., Mitrofanova, N., Mykhaylyk, R., & Rodina, Y. (2017). Crosslinguistic Influence in the Acquisition of a Third Language. The Linguistic Proximity Model. International Journal of Bilingualism, 21(6), 666–682.Google Scholar

White, L. (2003). Second Language Acquisition and Universal Grammar. Cambridge: Cambridge University Press.Google Scholar

References

Berkes, É., & Flynn, S. (2012). Enhanced L3 … Ln Acquisition and Its Implications for Language Teaching. In Cross-Linguistic Influences in Multilingual Language Acquisition (pp. 1–22). Cham: Springer.Google Scholar

Berman, R. A., & Olshtain, E. (1983). Features of First Language Transfer in Second Language Attrition. Applied Linguistics, 4(3), 222–234.Google Scholar

Bardovi-Harlig, K., & Stringer, D. (2010). Variables in Second Language Attrition: Advancing the State of the Art. Studies in Second Language Acquisition, 32(1), 1–45.Google Scholar

Choi, J., Broersma, M., & Cutler, A. (2017). Early Phonology Revealed by International Adoptees’ Birth Language Retention. Proceedings of the National Academy of Sciences, 114(28), 7307–7312.Google Scholar

Cohen, A. D. (1989). Attrition in the Productive Lexicon of Two Portuguese Third Language Speakers. Studies in Second Language Acquisition, 11(2), 135–149.Google Scholar

Daller, H., & Yıldız, C. (1995). Die türkischen Sprachfähigkeiten von Rückkehrern aus Deutschland. Zwischen Den Sprachen: Sprachgebrauch, Sprachmischung Und Sprachfähigkeiten Türkischer Rückkehrer Aus Deutschland, 2, 83–94.Google Scholar

Daller, M. H., Treffers-Daller, J., & Furman, R. (2011). Transfer of Conceptualization Patterns in Bilinguals: The Construal of Motion Events in Turkish and German. Bilingualism: Language and Cognition, 14(1), 95–119.Google Scholar

Eurostat. (2019). Migration and Migrant Population Statistics. Https://ec.europa.eu/eurostat/statistics-explained/pdfscache/1275.pdf.Google Scholar

Fallah, N., Jabbari, A. A., & Fazilatfar, A. M. (2016). Source (s) of Syntactic Cross-Linguistic Influence (CLI): The Case of L3 Acquisition of English Possessives by Mazandarani–Persian Bilinguals. Second Language Research, 32(2), 225–245.Google Scholar

Flores, C. (2010). The Effect of Age on Language Attrition: Evidence from Bilingual Returnees. Bilingualism: Language and Cognition, 13(4), 533–546.Google Scholar

Flores, C. (2012). Differential Effects of Language Attrition in the Domains of Verb Placement and Object Expression. Bilingualism: Language and Cognition, 15(3), 550–567.Google Scholar

Flores, C. (2015). Losing a Language in Childhood: A Longitudinal Case Study on Language Attrition. Journal of Child Language, 42(3), 562–590.Google Scholar

Flores, C. (2019). Language Development of Bilingual Returnees. In Schmid, M. & Köpke, B. (Eds.), Oxford Handbook of Language Attrition (pp. 493–501). Oxford: Oxford University Press.Google Scholar

Flores, C. (2020). Attrition and Reactivation of a Childhood Language: The Case of Returnee Heritage Speakers. Language Learning, 70(1), 85–121.Google Scholar

Flores, C., & Rato, A. (2016). Global Accent in the Portuguese Speech of Heritage Returnees. Heritage Language Journal, 13(2), 161–183.Google Scholar

Flores, C., & Snape, N. (2021). Language Attrition and Heritage Language Reversal in Returnees. In Montrul, S. & Polinsky, M. (Eds.), The Cambridge Handbook of Heritage Languages and Linguistics (pp. 351–372). Cambridge: Cambridge University Press.Google Scholar

González Alonso, J, & Rothman, J. (2017). Coming of Age in L3 Initial Stages Transfer Models: Deriving Developmental Predictions and Looking towards the Future. International Journal of Bilingualism, 21(6), 683–697.Google Scholar

Hopp, H. (2019). Cross-Linguistic Influence in the Child Third Language Acquisition of Grammar: Sentence Comprehension and Production among Turkish–German and German Learners of English. International Journal of Bilingualism, 23(2), 567–583.Google Scholar

Hyltenstam, K., Bylund, E., Abrahansson, N., & Park, H.-S. (2009). Dominant-Language Replacement: The Case of International Adoptees. Bilingualism: Language and Cognition, 12, 121–140.Google Scholar

Japan Institute for Labour Policy and Training. (2017). JILPT Report No. 40.Google Scholar

Kaya-Soykan, D., Antonova-Unlu, E., & Sagin-Simsek, C. (2020). The Production and Perception of Turkish Evidentiality Markers by Turkish–German Returnees. Applied Linguistics Review. https://doi.org/10.1515/applirev-2020-0042.Google Scholar

Kubota, M. (2019). Language Change in Bilingual Returnee Children: Mutual Effects of Bilingual Experience and Cognition. Doctoral thesis. University of Edinburgh.Google Scholar

Kubota, M., Chevalier, N., & Sorace, A. (2020a). How Bilingual Experience and Executive Control Influence Development in Language Control Among Bilingual Children. Developmental Science, 23(1), article E12865.Google Scholar

Kubota, M., Chevalier, N., & Sorace, A. (2020b). Losing Access to the Second Language and Its Effect on Executive Function Development in Childhood: The Case of Returnees. Journal of Neurolinguistics, 55, article 100906.Google Scholar

Kubota, M., Heycock, C., Sorace, A., & Rothman, J. (2020c). Cross-Linguistic Influence on L2 Before and After Extreme Reduction in Input: The Case of Japanese Returnee Children. Frontiers in Psychology, 11, 2365.Google Scholar

Kuhberg, H. (1992). Longitudinal L2-Attrition Versus L2-Acquisition, in Three Turkish Children-Empirical Findings. Interlanguage Studies Bulletin (Utrecht), 8(2), 138–154.Google Scholar

Kupisch, T., & Rothman, J. (2018). Terminology Matters! Why Difference is Not Incompleteness and How Early Child Bilinguals Are Heritage Speakers. International Journal of Bilingualism, 22(5), 564–582.Google Scholar

Lloyd-Smith, A., Gyllstad, H., Kupisch, T., & Quaglia, S. (2018). Heritage Language Proficiency Does Not Predict Syntactic CLI into L3 English. International Journal of Bilingual Education and Bilingualism, 1–17.Google Scholar

Montrul, S. (2015). The Acquisition of Heritage Languages. Cambridge: Cambridge University Press.Google Scholar

Pallier, C., Dehaene, S., Poline, J.-B., et al. (2003). Brain Imaging of Language Plasticity in Adopted Adults: Can a Second Language Replace the First? Cerebral Cortex, 13, 155–161.Google Scholar

Paradis, M. (2004). A Neurolinguistic Theory of Bilingualism (vol. 18). Amsterdam: John Benjamins.Google Scholar

Park, H. S. (2015). Korean Adoptees in Sweden: Have They Lost Their First Language Completely? Applied Psycholinguistics, 36(4), 773.Google Scholar

Polinsky, M. (2015). When L1 Becomes an L3: Assessing Grammatical Knowledge in Heritage Speakers/Learners. Bilingualism: Language and Cognition, 18, 163–378.Google Scholar

Polinsky, M. (2018). Heritage Languages and Their Speakers. Cambridge: Cambridge University Press.Google Scholar

Puig-Mayenco, E., Miller, D., & Rothman, J. (2018). Language Dominance and Transfer Selection in L3 Acquisition. In Cho, J., Iverson, M., Judy, T., Leal, T., & Shimanskaya, E. (Eds.), Meaning and Structure in Second Language Acquisition: In Honor of Roumyana Slabakova (pp. 229–260). Amsterdam: John Benjamins Publishing.Google Scholar

Puig-Mayenco, E., Rothman, J., & Tubau, S. (2020). Language Dominance in the Previously Acquired Languages Modulates Rate of Third Language (L3) Development over Time: A Longitudinal Study. International Journal of Bilingual Education and Bilingualism, 1–24.Google Scholar

Reetz-Kurashige, A. (1999). Japanese Returnees’ Retention of English-Speaking Skills: Changes in Verb Usage over Time. In Hansen, L. (Ed.), Second Language Attrition in Japanese Contexts (pp. 21–58). Oxford: Oxford University Press.Google Scholar

Rothman, J. (2009). Understanding the Nature and Outcomes of Early Bilingualism: Romance Languages as Heritage Languages. International Journal of Bilingualism, 13(2), 155–163.Google Scholar

Rothman, J. (2011). L3 Syntactic Transfer Selectivity and Typological Determinacy: The Typological Primacy Model. Second Language Research, 27(1), 107–127.Google Scholar

Rothman, J., González Alonso, J. G., & Puig-Mayenco, E. (2019). Third Language Acquisition and Linguistic Transfer. Cambridge: Cambridge University Press.Google Scholar

Schwartz, B. D., & Sprouse, R. A. (2021). The Full Transfer/Full Access Model and L3 Cognitive States. Linguistic Approaches to Bilingualism, 11(1), 1–29.Google Scholar

Snape, N., Hirakawa, M., Hirakawa, Y., Hosoi, H., & Matthews, J. (2012). L2 English Generics: Japanese Child Returnees’ Incomplete Acquisition or Attrition. Selected Proceedings of the 2012 Second Language Research Forum, Pittsburgh, PA, USA. (pp. 18–21). Somerville: Cascadilla Proceedings Project.Google Scholar

Snape, N., Matthews, J., Hirakawa, M., Hirakawa, Y., & Hosoi, H. (2014). Aspect in L2 English: A Longitudinal Study of Four Japanese Child Returnees. EUROSLA Yearbook, 14(1), 79–110.Google Scholar

Steinkrauss, R., & Schmid, M. S. (2016). Entrenchment and Language Attrition. In Schmid, H.-J. (Ed.), Entrenchment and the Psychology of Language Learning: How We Reorganize and Adapt Linguistic Knowledge (pp. 367–383). Berlin: Mouton De Gruyter.Google Scholar

Taura, H. (2008). Language Attrition and Retention in Japanese Returnee Students. Otaku: Akashi Shoten.Google Scholar

Tomiyama, M. (1999). The First Stage of Second Language Attrition: A Case Study of a Japanese Returnee. In Hansen, L. (Ed.), Second Language Attrition in Japanese Contexts (pp. 59–79). Oxford: Oxford University Press.Google Scholar

Tomiyama, M. (2000). Child Second Language Attrition: A Longitudinal Case Study. Applied Linguistics, 21(3), 304–332.Google Scholar

Tomiyama, M. (2008). Age and Proficiency in L2 Attrition: Data from Two Siblings. Applied Linguistics, 30(2), 253–275.Google Scholar

Treffers-Daller, J., Daller, M., Furman, R., & Rothman, J. (2016). Ultimate Attainment in the Use of Collocations Among Heritage Speakers of Turkish in Germany and Turkish–German Returnees. Bilingualism: Language and Cognition, 19(3), 504–519.Google Scholar

Ventureyra, V., Pallier, C. & Yoo, H. (2004). The Loss of First Language Phonetic Perception in Adopted Koreans. Journal of Neurolinguistics, 17(1), 79–91.Google Scholar

Yildiz, Y., & Koyuncuoglu, H. (2017). The Attrition of Turkish as a Third Language: A Preliminary Case Study Investigation. ITL-International Journal of Applied Linguistics, 168(2), 278–304.Google Scholar

Yoshitomi, A. (1992). Towards a Model of Language Attrition: Neurobiological and Psychological Contributions. Issues in Applied Linguistics, 3(2), 293–318.Google Scholar

Yoshitomi, A. (1999). On the Loss of English as a Second Language by Japanese Returnee Children. In Hansen, L. (Ed.), Second Language Attrition in Japanese Contexts (pp. 80–111). Oxford: Oxford University Press.Google Scholar

Book contents

Part III - Becoming and Staying Multilingual at Different Ages

Summary

Access options

References

References

References

References

References

References

Save book to Kindle

Save book to Dropbox

Save book to Google Drive