Table of Contents

Acknowledgments Chapter 1: Mapping the Terrain Chapter 2: The Current Empirical Study Chapter 3: Age and (Statistical) Analysis Chapter 4: Age and Rate of Acquisition Chapter 5: Age and Affect Chapter 6: Age and Cross-Linguistic Influence Chapter 7: Age and Impact of Differential Input Chapter 8: Age and Educational Implications Chapter 9: Conclusion and Future Perspectives References Index

About the Author

Simone E. Pfenninger is Assistant Professor of Psycholinguistics and Language Acquisition at the University of Salzburg, Austria. Her research interests include multilingualism, psycholinguistics and the age factor in SLA and she is co-editor (with Judit Navracsics) of Future Research Directions for Applied Linguistics (2017, Multilingual Matters). David Singleton is Professor of Applied Linguistics at the University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland. He has published widely on second language acquisition, multilingualism and lexicology and is co-author (with Vivian Cook) of Key Topics in Second Language Acquisition (2014, Multilingual Matters).

Reviews

This expansive, longitudinal study constitutes a major contribution to the ongoing debate over age in SLA. Through careful and sophisticated analyses, Pfenninger and Singleton present convincing evidence that late SLA confers specific linguistic, cognitive and affective advantages. Practitioners, policy makers and researchers alike will find many new insights here from which to question the 'earlier is better' mantra. Alene Moyer, University of Maryland, USA This book makes a major contribution to the field of instructed second language learning. Paying particular attention to methodological issues, the book goes beyond age effects to show the multiple ways in which internal and external factors may affect the learners' processes and outcomes. The book also provides very rich and timely insights for foreign language education. Carmen Munoz, University of Barcelona, Spain This is a balanced and perceptive study that approaches a topic of interest to us all, drawing on fresh evidence and careful analysis. The authors investigate the impact of both learner-internal and -external factors applying state of the art statistical modelling, and their results are of great relevance for both researchers and policy makers. Raphael Berthele, University of Fribourg, Switzerland