Socio-Cultural Factors and Second Language Acquisition of Turkish and Moroccan Children

In second language acquisition two aspects may be distinguished, namely structure (or order and speed or success) of second language acquisition. The structure of second language acquisition is mainly determined by cognitive strategies and has a strong universal character. Speed, however, is for the greater part determined by the socio-economic background and socio-cultural orientation of the learners and the kind and intensity of contact with the second language. The two aspects distinguished here are object of a 4-year longitudinal research project called 'The speed and Structure of Second Language Acquisition of Turkish and Moroccan Children', which started in June 1981. After a description of the project, the first preliminary results are presented. It is stated that there are large differences between the children in the level of proficiency in Dutch and in the speed of language acquisition, and that, over all, their vocabulary is very weak.

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Review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Italian

Language Teaching ◽

10.1017/s0261444809990358 ◽

2010 ◽

Vol 43 (2) ◽

pp. 127-153 ◽

Cited By ~ 1

Author(s):

Ernesto Macaro

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Applied Linguistics ◽

Empirical Studies ◽

Cultural Factors ◽

Theory Building ◽

Specific Reference ◽

Considerable Body

L'apprendimento della lingua italiana come lingua straniera (L2), probabilmente per motivazioni storico-culturali, è di carattere specialistico. Di conseguenza, l'impronta globale della lingua italiana, rispetto ad altre lingue straniere come l'inglese, lo spagnolo ed il francese, risulta essere abbastanza limitata. Sorprende quindi il fatto che in diversi progetti di ricerca, nel campo della linguistica applicata e dell'apprendimento delle L2, l'italiano sia la lingua studiata dai partecipanti oggetto di studio. Questa rassegna di studi verte ad identificare gli approfondimenti della ricerca nel campo dell'apprendimento della lingua italiana come seconda lingua piuttosto che il contributo dell'italiano alla teoria della SLA in genere. Inoltre, ha l'obbiettivo di valutare lo stato attuale della lingua italiana nell'ambito dell'istruzione formale. L'autore suggerisce la presenza di un rapporto tra la comprensione del processo di apprendimento della lingua italiana e la richiesta dell'italiano come L2. Questa rassegna riassume e categorizza quasi settanta studi condotti in una varietà di contesti educativi e offre proposte e stimoli per futuri progetti di ricerca.Italian has for many years been considered somewhat of a specialist language when studied as a second language (L2) and this is perhaps due to historical and cultural factors. Its footprint worldwide compared to such languages as English, Spanish and French is therefore somewhat limited. Surprisingly, however, there is a considerable body of research in applied linguistics and second language acquisition (SLA) in which Italian features as the language being studied. This review sought to identify the extent to which the research provided specific insights into how Italian as a second or foreign language (L2 Italian) is learnt as opposed to the ways in which it has contributed to SLA theory-building more generally. In addition, it sought to assess how well Italian is holding up as a language being learnt in formal instructed contexts. The author suggests that insights into the learning of Italian and uptake by Italian students may be inter-related. The present review summarises and categorises nearly seventy empirical studies conducted in a variety of educational contexts and offers suggestions for future avenues of research.

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