Influences of previously learned languages on the learning and use of additional languages

Abstract

This chapter provides an overview of existing research into the influence of previously learned languages on the learning and use of an additional language. This type of influence is explored from the perspectives of two separate but related types of effects: (1) the effects of simply knowing more than one language (whatever languages they may be) on the acquisition and use of a third or later language, and (2) the effects of the specific languages the learner knows. The former deals with what is commonly referred to as the cognitive consequences of bi- or multilingualism, whereas the latter deals with crosslinguistic influence. These effects and influences are described in general terms as well as in relation to the specific contexts of learning found in multilingual Spain. Emphasis is given especially to the ways these effects play out in classroom-based language learning—including CLIL programs—involving Basque-Spanish and Catalan-Spanish bilinguals learning English or other languages at school. The chapter maintains a multilingual perspective, recognizing the complex interplay of all of the languages the learners know, and it discusses both the directions of crosslinguistic influence as well as the factors that affect when, where, and to what degree such effects will emerge. The chapter concludes with interpretations regarding how CLIL programs might enhance the positive effects of prior language knowledge while minimizing its potential negative effects.