A Review of the Literature on Second Language Learning. 2nd Edition

A review of the literature on second language learning is an update of the 2004 review (ED491537) of the literature on four aspects of language learning, focusing on the benefits and challenges for language learners. This updated report provides an overview of the current literature relating to the effects of learning a second language on the first language, the effects of learning a second language on the first language, the role of content instruction in offering a second language, the effects of learning a second language on students with special needs, the effects of learning another language on students for whom English is a second language (third language acquisition). This report concludes that exposure to a second language has no negative effects on the first language, but enhances certain first language linguistic skills and other aspects of cognitive performance. Students for whom English is a second language may benefit from third-language acquisition, depending on the model of instruction. Content-based Language Teaching (CBLT) can be a good method of delivering a second languages instruction to students, and both content and language skills can be acquired using a range of instructional options. However, a certain level of second language proficiency is required before students can take full advantage of CBLT in subject areas that are cognitively demanding. Also, although researchers are learning more and more about the diagnosis and treatment of a range of learning disorders, they know less about the diagnosis and treatment of students with special needs who are learning a second or third language. Drawing on successes in the instruction of students with special needs, this report concludes that appropriate planning and accommodation can allow these students to acquire another language. Trilingualism is becoming more and more common around the world and this multilingual ability enhances both the home life and cognitive abilities of the students. While researchers are gaining more knowledge about bilinguals acquiring a third language, they still know relatively little about monolinguals acquiring second and third languages simultaneously, or sequentially. [This document was prepared by The Language Research Centre (LRC) of the University of Calgary and funded by Alberta Education. For 1st edition, see ED491537.]