The additive effect of bilingualism on third language acquisition: A review

Abstract

This article looks at the general effects of bilingualism on cognitive development and highlights the specific effects of bilingualism on third language acquisition. First, it examines the effects of bilingualism on cognitive development, metalinguistic awareness and communicative skills and then, it focuses on the specific effects of bilingualism on third language proficiency by discussing the results of several research studies conducted in different settings and contexts. An important distinction is made between studies focusing on the acquisition of general proficiency in the third language and studies that examine specific aspects of third language proficiency. The effects of bilingualism on third language acquisition are discussed as related to the experience acquired by third language learners in the process of second language acquisition and the effects of bilingualism on metalinguistic awareness and communicative skills. These effects are also discussed with reference to the concepts of additive bilingualism(Lambert, 1974), the threshold hypothesis(Cummins,1976) and the distinction between control of attention and analysis (Bialystok, 1991).

Writing skills and strategies of bilingual immigrant students learning Greek as a second language and English as a foreign language

“…The results suggest that learning a third language does not have a negative effect on the skilled writers' composition-related metacognitive strategies since a certain metacognitive procedural knowledge and control was revealed. Competence in L1 and L2 proved to be another factor that affected success in the third-language writing (EFL writing) (see Cenoz 2003). For example, the 'less skilled' EFL writers, who were also found to be 'less skilled' in writing in Greek (GL2) , showed a limited awareness of the writing task and adopted lower-level processes and strategies (see Goddard & Sendi 2008;Griva et al 2009;Zimmerman & Risemberg 1997).…”

Language awareness and language learning

“…The effect of multilingualism on test scores was 'extraordinary' and ■ Language awareness cumulative; the more languages the higher the scores. The effect of multilingualism on metalinguistic and metacognitive awareness of multilinguals is an exciting field for further research (see a review of the field in Cenoz 2003).…”

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“…TLA research endeavours to draw linkages within background languages and their potential role in language learning while underscoring the differences between L2 learning and L3 learning. According to Cenoz (2003) "…third language acquisition refers to the acquisition of a non-native language by learners who have previously acquired or are acquiring two other languages" (71). De Angelis (2007) calls it 'third or additional language acquisition' which means learning of all languages beyond the L2.…”

“…Several factors which have been identified as playing a key role in multilingual learning include the knowledge and recent use of background languages, status of L2, proficiency level, typological proximity and the age of acquisition, etc. (De Angelis & Selinker, 2001;Cenoz, 2003).…”

“…Multilingualism has been promoted around the globe for a score of years, and multilinguals have been considered as having superior meta-linguistic and meta-cognitive abilities (Cenoz, 2003;De Angelis, 2007) which in turn has led to in-depth analysis of multi-lingual learning process. Cenoz (2013) while arguing whether 'bilinguals have advantages over monolinguals when learning an additional language' establishes that background knowledge makes them more experienced and is helpful to them in forming new knowledge.…”