The moral foreign language effect has been investigated with increased interest with both evidence for as well as against it being demonstrated. In a recent publication, Bialek and Fugelsang (in press) critically evaluated our previous publication (Cavar and Tytus, 2017) aiming to establish boundaries of this effect. In the current reply, we…

This paper investigates the attitudes of 246 English teachers from Outer and Expanding Circles (EC and OC) towards the global spread of English and the challenges underpinning international proficiency tests. Using a questionnaire, supplemented with interviews with a smaller group of teachers, this study explores how EC and OC teachers perceive…

This paper compares the initial state of second language (L2) and third language (L3) acquisition for English articles to examine the influence of L2 proficiency on positive transfer from L2 to L3. We tested 36 L1 Turkish/L2 German adolescent learners of L3 English (L3 group), 41 L1 Turkish adolescent learners of L2 English (L2 group), and 10…

Although the Japanese community in London is relatively small, its composition is stable and reflects several aspects of Japan's relationship with the international community. Yet there appears to have been no systematic research exploring patterns of bilingual behaviour in relation to social psychological processes amongst Japanese nationals in…

A critical period for language learning is often defined as a sharp decline in learning outcomes with age. This study examines the relevance of the critical period for English-speaking proficiency among immigrants in the USA. It uses microdata from the 2000 US Census, a model of language acquisition and a flexible specification of an estimating…

Learners who begin to acquire a second language (L2) in a naturalistic environment after puberty are thought to be constrained by biological age factors and to have greater difficulty obtaining native-like L2. However, the extant literature suggests that L2 acquisition may be positively affected by post-maturational factors, such as acculturation.…

Addresses the social psychological paradox of learning a language, which in one interethnic situation represents the "ingroup" language, while in another interethnic context, it represents the "outgroup" language, a situation characterizing the language-learning experience of most Puerto Rican return migrants (PRRMs). (25…