Many second language (L2) learners participate in study abroad (SA) experiences believing their choice will be synonymous with increased interaction in the L2, from which enhanced linguistic gains will ensue. Nonetheless, one open question is whether SA participants actually engage in sustained L2 interaction while they are abroad. This paper…

This longitudinal quantitative study examines the first and second language vocabulary development of prekindergarten students enrolled in an inclusive foreign language exploratory (FLEX) program. The FLEX program, framed by the Cognitive Retroactive Hypothesis of cross-linguistic transfer, is situated in a context where students with special…

This study examines bilingual vocabulary knowledge in relation to arrival age among first language (L1) Japanese students attending "hoshuukoo" (i.e., supplementary academic schools for Japanese-speaking children) in the United States. It also examines the relationship between L1 Japanese and English as a second language (L2), as…

This study examines the transfer of first language (L1) and second language (L2) pragmatic expression--realized in the request speech act--in oral and written modalities by Spanish-speaking third language (L3) Portuguese learners (bilingual Spanish heritage speakers, native English speakers who are proficient in L2 Spanish, and native Spanish…

This article addresses the situation of lower-proficiency heritage language learners of Spanish in terms of their linguistic similarities to second language learners. The analysis highlights grammatical and lexical features in the oral discourse of Spanish heritage and second language learners at intermediate and advanced levels of study,…