In:Multifaceted Multilingualism
Edited by Kleanthes K. Grohmann
[Studies in Bilingualism 66] 2024
► pp. 123–151
Chapter 5Multilingual advantages
On the relationship between type of bilingualism and language knowledge
Published online: 4 April 2024
https://doi.org/10.1075/sibil.66.05sie
https://doi.org/10.1075/sibil.66.05sie
Abstract
In this contribution, we provide a critical reassessment of multilingual advantages, especially in the context of learning additional languages. Although there is widespread agreement that multilingual experience enhances language learning, a precise definition of the relevant conditions remains a challenge. After a topical overview, we discuss several case studies focusing on language learning advantages, interdependence, and cross-linguistic influence in different multilingual constellations. This discussion covers contexts of balanced bilingualism, heritage bilingualism, institutionally planned multilingualism, minority language bilingualism, as well as multilingual settings in which English is used as a Lingua Franca. In addition, we elaborate on two conditions (type of bilingualism, type of language knowledge) that impact language learning in multilingual settings. It is important to distinguish between balanced and unbalanced bilinguals as well as general language proficiencies and grammatical knowledge. On the whole, this paper is a warning against foregone conclusions and an invitation to a more thoughtful approach to a highly fascinating field.
Article outline
- 1.Introduction
- 2.On multilingual advantages
- 3.Conditions on learning advantages
- 3.1Balanced bilinguals (additive bilingualism)
- 3.2Bilingual heritage speakers
- 3.3Institutionally planned multilingualism
- 3.4Minority languages
- 3.5Multilingual ELF contexts
- 4.The conceptual basis of multilingual learning advantages
- 4.1The interaction of type of bilingualism and language knowledge
- 4.2Explaining the differences
- 4.3Implications for the teaching of additional languages
- 5.Summary and conclusion
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