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Lg acquisition Q: Is there a qualitatvedifference between children and…

- - - - Others prefer ‘sensitive period’: the window of time when a child may easily, rapidly, effortlessly, and without help can pick up a language
    - - First language example: isolation and deprivation of interaction like: deaf subjects, or victims of parental neglects
        
        Second language example: immigrants coming from other language regions had difficulties to acquire native-like command of language
- - - - The benefit of their early start is not actually maintained over time by students who are taught an L2 at the primary level.
      - Later starters who had less time to learn eventually proved to be on par with or even better than the early beginners.
      - “Beyond Age Effects”
        
        earlier start (age eight)
        
        The early starters showed superior lexical knowledge throughout the first year of secondary school (having five more years of school exposure to English than the later starters).
        
        In the long run, the earlier starters were unable to maintain their learning advantages.
        
        a later start (age thirteen)
        
        German and French speakers, who were less proficient in lexicosemantics words at this point than the early adopters,
        Later participants incorporated more components from their own languages.
        
        the latter entrants had surpassed the earlier entrants after 6 months
        
        the late starters proceeded
        at a faster rate when it came to morphosyntactic forms and certain structures
        
        One specific learner group—simultaneous bilinguals who were also biliterate and had had significant parental support—found that having started earlier had been beneficial.
  - - - “age stereotypes can threaten the self-perception, identity and agency of ageing learners (p.265)”
      - Growing data from studies in education, psycholinguistics, cognitive science, and neurolinguistics contradicts the widely held belief that age is the single most important predictor of L2 learning outcomes.
        
        L2 learning has additionally been proposed as a promising means of promoting healthy and active aging; so, it might be viewed as a technique in later adulthood to preserve and promote "healthy" ageing - "anti-ageing activity."
        
        a. relationship between participants’ L2 growth and verbal fluency and working memory;
        b. participants’ cognitive capacities seem to be more predictive of seniors’ L2 progress than age
        c. can modulate attentional functions
        d.effects on sentence comprehension
        e.motivation and less anxiety
        f. socio-afective issues – i.e. by preventing isolation, fostering linguistic lexibility, self-esteem and
        autonomy