Early requestive development in consecutive third language learning

Abstract

While research on early simultaneous bilingual acquisition is well-documented, studies on multiple language acquisition in early childhood are still needed. Existing studies have mainly focused on early simultaneous acquisition of three or more languages). Some attention has already been paid to early pragmatic differentiation and cross-linguistic influence. Nevertheless, the effects of the successive acquisition of two or more languages in early childhood are still underresearched. The main aim of the present study deals with describing pragmatic development of a consecutive bilingual child learning English as a third language. For this purpose, we have particularly focused on the production of Catalan (L1), Spanish (L2) and English (L3) requests through a longitudinal analysis of a oneyear period including ages 2.6Á3.6. Data were obtained from diary notes and regular recordings of motherÁchild interaction at home and during short car trips. Results both coincide but also differ from previous research on interlanguage and L1 pragmatics, thus leading to the peculiarities of the young child third language pragmatics.

Development of discourse-pragmatic markers in a multilingual classroom: A mixed method research approach

“…In fact, only a few studies have adopted a multilingual perspective to explore pragmatic comprehension (Portolés, 2015;Safont-Jordà and Portolés, 2015) and production (Portolés and Safont-Jordà, 2013;Safont-Jordà, 2011. Research from a multilingual perspective has also provided evidence for the interaction between languages in multilinguals.…”

“…As far as we are aware, the only longitudinal studies taking a multilingual perspective are those by Safont-Jordà (2011, which were conducted outside the classroom.…”

“…Alcón-Soler, 2012;Martín-Laguna, 2016;Martín-Laguna and Alcón-Soler, 2015;Portolés, 2015;Safont-Jordà, 2005;Safont-Jordà and Alcón-Soler, 2012;Safont-Jordà and Portolés, 2015), the process of pragmatic learning in multilingual instructional contexts remains rather underexplored. Research to date has reported the advantages of learning pragmatics in multilingual contexts over other instructional contexts (Alcón-Soler, 2012;Portolés, 2015) and has indicated that the languages in the multilingual's mind interact with each other at the pragmatic level (Safont-Jordà, 2011. Taking into account the scarcity of longitudinal studies on pragmatic learning in multilingual classrooms, the present work looks at the patterns of change in the process of pragmatic learning in a multilingual classroom context.…”

Mapping the research trends of third language acquisition: A bibliometric analysis based on Scopus

“…(1) metalinguistic awareness, (2) more learning mechanisms, and (3) a more extensive linguistic repertoire. Monolingual speakers differ from bilingual speakers in the learning process ( Thomas, 1988 ; Cenoz and Genesee, 1998 ; De Angelis, 2005 ; Safont-Jordà, 2011 ), as the latter already know another language, i.e., more than one linguistic inventory ( Nayak et al, 1990 ; Bialystok et al, 2004 ; Tremblay and Sabourin, 2012 ; Cenoz, 2013 ).…”

The multilingual turn in pragmatics

“…Moreover, a positive effect of bilingualism on awareness and use of pragmatic strategies has been reported (Portolés, 2015). Studies have also revealed a dynamic relationship among languages in multilinguals; Multiple languages influence one another at the pragmatic level, both in elicited data taken from formal contexts of instruction (Martín-Laguna & Alcón-Soler, 2018) and in authentic data from multilingual families' interactions (Safont-Jordà, 2011.…”