Age and the Rate of Foreign Language Learning

This book examines the various ways in which age affects the process and the product of foreign language learning in a school setting. It presents studies that cover a wide range of topics, from phonetics to learning strategies. It will be of interest to students and researchers working in SLA research, language planning and language teaching.

Carmen Muñoz is a Professor of Applied English Linguistics at the University of Barcelona (Spain). Her research interests include the effects of age and context on second language acquisition, young learners in instructed settings, individual differences, and bilingual/multilingual education. She has edited Age and the Rate of Foreign Language Learning (2006) and Intensive Exposure Experiences in Second Language Learning (2012), (both in Multilingual Matters) and the Special Issue Complexities and Interactions of Age Effects in L2 Learning: Broadening the Research Agenda (in Applied Linguistics, 2014). Her recent work has appeared in journals such as Language Learning, The Modern Language Journal, and Applied Linguistics.

Carmen Muñoz received her MA in Applied Linguistics from the University of Reading, UK. and her PhD in English Linguistics from the University of Barcelona, Spain, where she is now a Professor of English Linguistics and Applied Linguistics. Her research interests include second and foreign language acquisition, as well as bilingual acquisition. She is the coordinator of the Barcelona Age Factor (BAF) Project. Her recent publications have focused on the age factor in foreign language acquisition, cross linguistic influence and individual differences.

Apart from exploring questions of rate and attainment in low-proficiency learners, this volume also presents data and findings relevant to SLA in terms of methodology, interlanguage states or learners' perception of their own development. For this reason, it will be helpful not only for professionals in linguistics and FL curriculum planners, but also for researchers and language teachers interested in the description and measurement of the early stages of FL acquisition.

Scott Jarvis, Ohio University:

This book is very well-written and edited, and its various chapters provide not only enlightening results and interpretations but also clear and satisfying discussions of the relevant theories, past empirical findings, and research methodology.

Patsy M. Lightbown, Distinguished Professor Emeritus, Concordia University, Montreal.:

The collection provides invaluable guidance for educators and policy makers who must decide when to start L2 instruction in school programs. The volume also includes thorough reviews of previous research and theory on the relationship between age and language acquisition. It is a unique addition to the research on classroom second language learning.

D. Bradford Marshall:

It is fascinating to read a collection of studies conducted over such a long period with a single, large data set.