Second language acquisition and lifelong learning:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York
Taylor & Francis Ltd
2023
|
| Schriftenreihe: | Second Language Acquisition Research Series
|
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | viii, 233 Seiten |
| ISBN: | 9780367769130 |
Internformat
MARC
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| 100 | 1 | |a Singleton, David M. |d 1948- |e Verfasser |0 (DE-588)13196836X |4 aut | |
| 245 | 1 | 0 | |a Second language acquisition and lifelong learning |c Simone E. Pfenninger, Julia Festman, David Singleton |
| 264 | 1 | |a New York |b Taylor & Francis Ltd |c 2023 | |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS 1 Introduction: Seasons of life in SLA References 7 1 2 Infant and childhood bilingualism 10 2.1 Impact of early exposure to two languages on brain development, functioning, and structure 10 2.1.1 The many shades of child bilingualism: Early and late bilinguals and beyond 10 2.1.2 Age of onset of exposure to a second language linked to ultimate attainment only — but there is more. 12 2.1.3 Age of onset of exposure to a second language linked to influences on the brain 14 2.2 Chronological age and maturation 20 2.2.1 Chronological age, maturation, and the brain 20 2.2.2 Child language development and variability 22 2.3 Learning environment as a complex socio-cultural variable: Setting the stagefor early L2 learning 24 2.4 From environment to input: Early experiences with language(s) and focus on input dependency (quantity and quality) 27 2.5 Child-internal factors 31 2.6 Idiosyncratic learner trajectories — from early on? 32 2.7 Methodological envoi 33 References 34
ví Contents 3 Dual language development in school-age children and adolescents 46 3.1 Dual language development in schools 48 3.1.1 Brain development as a basic challenge in adolescence 48 3.1.2 Dual language learners in schools 50 3.1.3 Some notes on the bilingual advantage 52 3.2 The “earlier is better conundrum” in school settings 52 3.2.1 Starting age effects across different learning contexts 53 3.2.2 Intensity trumps quantity in foreign language instruction 57 3.3 Methodological envoi 60 References 63 4 Language learning in young adulthood and midlife 4.1 Young adults 75 4.1.1 Plurilingual couples 75 4.1.2 Opportunities for bi֊/plurilingual love 78 4.1.3 Planning and policy 79 4.1.4 Love and language use: Three cases 80 4.1.5 Methodological envoi 83 4.2 L2 acquisition in midlife 84 4.2.1 Heritage languages 84 4.2.2 Adult classroom learners in their home country of region 87 4.2.3 Adult migrantforeign language acquirers 90 4.2.4 Methodological envoi 92 References 93 5 Complex and dynamic realities of L2 learning later in life 5.1 Additional language learning in the third age 99 5.1.1 Inter-individual variation across the lifespan 102 5.1.2 Intra-individual variation across the lifespan 106 5.1.3 Intra-individual variation as a source of information 109 5.1.4 Methodological envoi 112 5.2 Cognitive decline or too much mileage? The causal story behind aging and cognitive changes — and its implications for SLA 115 5.3 Benefits ofL2 learning in older adulthood 118 5.3.1 Cognitive benefits of lifelong bilingualism 120 5.3.2 Cognitive consequences offoreign language learning
in old age 123 5.3.3 Methodological envoi 128 74 98
Contents vìi 5.4 Implications for the third age foreign language classroom 131 5.5 ICT usage among adult L2 learners 134 5.6 Suggestions forfuture research on third age additional language learning 135 5.6.1 Refraining lifelong learning through personal narratives 137 5.6.2 Narratives: Understanding who we are, how to live, and what to do 138 5.6.3 The narrative of decline as a dominant master narrative of aging in Western societies 140 5.6.4 The value of staying young 140 5.6.5 Example of a dialogical narrative analysis with third age additional language learners 142 References 147 6 Re-examining threshold hypotheses: Continuity vs. cut-off points throughout the lifespan 6.1 The (multiple) critical period(s) hypothesis as a biologically regulated threshold 171 6.1.1 The notion of “critical period” 171 6.1.2 Neurolinguists following in the footsteps of Penfield and Lenneberg 172 6.1.3 Definitive onset, offset, and terminus? 173 6.1.4 Nativelikeness and the critical period 175 6.1.5 Nativelikeness and the role of language aptitude 178 6.1.6 Critical age or critical opportunity? 179 6.1.7 Methodologial envoi 181 6.2 Thresholds for cognitive and brain reserve capacities 182 6.3 Retirement as a potentially significant life event altering the process of cognitive aging and language acquisition, use, and attrition 184 6.3.1 Effects of occupation on cognitive functioning 185 6.3.2 Experiences and perceptions of continuity in the transition from work to retirement 188 6.3.3 Language acquisition, use, and attrition across retirement age 190 6.3.4 Methodological envoi 195 References
199 169
viii Contents 7 Conclusions and future directions of research on lifelong L2 learning 7.1 Participating in a rhetoric of age as an ingredient ofpersons, an 213 internal factor, thereby de-socializing age 214 7.2 Anticipating, through the statistical parlance about “age effects , age matter-of-factly and reporting it as a cause of deficient behavior 215 7.3 Estimating aging in the aggregate 217 7.4 Under the notion of age , lumping together biological age and starting age 219 7.5 Attempting to identify cut-offpoints 219 7.6 Relying on convenience samples 220 References 221 Index 227
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| adam_txt |
CONTENTS 1 Introduction: Seasons of life in SLA References 7 1 2 Infant and childhood bilingualism 10 2.1 Impact of early exposure to two languages on brain development, functioning, and structure 10 2.1.1 The many shades of child bilingualism: Early and late bilinguals and beyond 10 2.1.2 Age of onset of exposure to a second language linked to ultimate attainment only — but there is more. 12 2.1.3 Age of onset of exposure to a second language linked to influences on the brain 14 2.2 Chronological age and maturation 20 2.2.1 Chronological age, maturation, and the brain 20 2.2.2 Child language development and variability 22 2.3 Learning environment as a complex socio-cultural variable: Setting the stagefor early L2 learning 24 2.4 From environment to input: Early experiences with language(s) and focus on input dependency (quantity and quality) 27 2.5 Child-internal factors 31 2.6 Idiosyncratic learner trajectories — from early on? 32 2.7 Methodological envoi 33 References 34
ví Contents 3 Dual language development in school-age children and adolescents 46 3.1 Dual language development in schools 48 3.1.1 Brain development as a basic challenge in adolescence 48 3.1.2 Dual language learners in schools 50 3.1.3 Some notes on the bilingual advantage 52 3.2 The “earlier is better conundrum” in school settings 52 3.2.1 Starting age effects across different learning contexts 53 3.2.2 Intensity trumps quantity in foreign language instruction 57 3.3 Methodological envoi 60 References 63 4 Language learning in young adulthood and midlife 4.1 Young adults 75 4.1.1 Plurilingual couples 75 4.1.2 Opportunities for bi֊/plurilingual love 78 4.1.3 Planning and policy 79 4.1.4 Love and language use: Three cases 80 4.1.5 Methodological envoi 83 4.2 L2 acquisition in midlife 84 4.2.1 Heritage languages 84 4.2.2 Adult classroom learners in their home country of region 87 4.2.3 Adult migrantforeign language acquirers 90 4.2.4 Methodological envoi 92 References 93 5 Complex and dynamic realities of L2 learning later in life 5.1 Additional language learning in the third age 99 5.1.1 Inter-individual variation across the lifespan 102 5.1.2 Intra-individual variation across the lifespan 106 5.1.3 Intra-individual variation as a source of information 109 5.1.4 Methodological envoi 112 5.2 Cognitive decline or too much mileage? The causal story behind aging and cognitive changes — and its implications for SLA 115 5.3 Benefits ofL2 learning in older adulthood 118 5.3.1 Cognitive benefits of lifelong bilingualism 120 5.3.2 Cognitive consequences offoreign language learning
in old age 123 5.3.3 Methodological envoi 128 74 98
Contents vìi 5.4 Implications for the third age foreign language classroom 131 5.5 ICT usage among adult L2 learners 134 5.6 Suggestions forfuture research on third age additional language learning 135 5.6.1 Refraining lifelong learning through personal narratives 137 5.6.2 Narratives: Understanding who we are, how to live, and what to do 138 5.6.3 The narrative of decline as a dominant master narrative of aging in Western societies 140 5.6.4 The value of staying young 140 5.6.5 Example of a dialogical narrative analysis with third age additional language learners 142 References 147 6 Re-examining threshold hypotheses: Continuity vs. cut-off points throughout the lifespan 6.1 The (multiple) critical period(s) hypothesis as a biologically regulated threshold 171 6.1.1 The notion of “critical period” 171 6.1.2 Neurolinguists following in the footsteps of Penfield and Lenneberg 172 6.1.3 Definitive onset, offset, and terminus? 173 6.1.4 Nativelikeness and the critical period 175 6.1.5 Nativelikeness and the role of language aptitude 178 6.1.6 Critical age or critical opportunity? 179 6.1.7 Methodologial envoi 181 6.2 Thresholds for cognitive and brain reserve capacities 182 6.3 Retirement as a potentially significant life event altering the process of cognitive aging and language acquisition, use, and attrition 184 6.3.1 Effects of occupation on cognitive functioning 185 6.3.2 Experiences and perceptions of continuity in the transition from work to retirement 188 6.3.3 Language acquisition, use, and attrition across retirement age 190 6.3.4 Methodological envoi 195 References
199 169
viii Contents 7 Conclusions and future directions of research on lifelong L2 learning 7.1 Participating in a rhetoric of age as an ingredient ofpersons, an 213 internal factor, thereby de-socializing age 214 7.2 Anticipating, through the statistical parlance about “age effects", age matter-of-factly and reporting it as a cause of deficient behavior 215 7.3 Estimating aging in the aggregate 217 7.4 Under the notion of "age", lumping together biological age and starting age 219 7.5 Attempting to identify cut-offpoints 219 7.6 Relying on convenience samples 220 References 221 Index 227 |
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| spelling | Singleton, David M. 1948- Verfasser (DE-588)13196836X aut Second language acquisition and lifelong learning Simone E. Pfenninger, Julia Festman, David Singleton New York Taylor & Francis Ltd 2023 viii, 233 Seiten txt rdacontent n rdamedia nc rdacarrier Second Language Acquisition Research Series Festman, Julia Verfasser (DE-588)109078807X aut Pfenninger, Simone E. 1980- Verfasser (DE-588)138434719 aut Äquivalent Druck-Ausgabe, Hardcover 978-0-367-76915-4 Erscheint auch als Online-Ausgabe 978-1-003-16893-5 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034228350&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Singleton, David M. 1948- Festman, Julia Pfenninger, Simone E. 1980- Second language acquisition and lifelong learning |
| title | Second language acquisition and lifelong learning |
| title_auth | Second language acquisition and lifelong learning |
| title_exact_search | Second language acquisition and lifelong learning |
| title_exact_search_txtP | Second language acquisition and lifelong learning |
| title_full | Second language acquisition and lifelong learning Simone E. Pfenninger, Julia Festman, David Singleton |
| title_fullStr | Second language acquisition and lifelong learning Simone E. Pfenninger, Julia Festman, David Singleton |
| title_full_unstemmed | Second language acquisition and lifelong learning Simone E. Pfenninger, Julia Festman, David Singleton |
| title_short | Second language acquisition and lifelong learning |
| title_sort | second language acquisition and lifelong learning |
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