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Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals

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Abstract

This chapter presents recent developments in the cognitive underpinnings of bilingual speech production. Upon close observation of the theories explaining how speakers of non-native languages are able to select the language in which to speak and control cross-linguistic interference from non-target words competing for selection, it is apparent that these abilities – and more generally, the cognitive processes of bilingual speech production – take shape in the context of a dynamic conceptual and lexical framework that is adaptable to accommodate various functionalities during non-native language development. This chapter also addresses the effects of language acquisition beyond two languages and highlights the implications for teaching and learning of non-native languages by advocating for immersion experiences and pedagogical considerations that foster conceptual and lexical development.

Abstract

This chapter presents recent developments in the cognitive underpinnings of bilingual speech production. Upon close observation of the theories explaining how speakers of non-native languages are able to select the language in which to speak and control cross-linguistic interference from non-target words competing for selection, it is apparent that these abilities – and more generally, the cognitive processes of bilingual speech production – take shape in the context of a dynamic conceptual and lexical framework that is adaptable to accommodate various functionalities during non-native language development. This chapter also addresses the effects of language acquisition beyond two languages and highlights the implications for teaching and learning of non-native languages by advocating for immersion experiences and pedagogical considerations that foster conceptual and lexical development.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
Innovative Research and Practices in Second Language Acquisition and Bilingualism
This chapter is in the book Innovative Research and Practices in Second Language Acquisition and Bilingualism
https://doi.org/10.1075/lllt.38.15sch

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
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