The acquisition of a third (L3) or additional language (Ln) refers to the ongoing process of learning a new foreign language (FL) after one or more first (L1) and second languages (L2). It involves studying how an L3/Ln is learned, a process that may differ from L1 and L2 acquisition due to factors such as the linguistic background of the learner, the status of previously acquired languages (native vs non native), the linguistic competence in L2 and L3, the context of L3 acquisition, or the typological distance between the languages in presence, real or as assessed by the learner according to his/her psychotypology (Kellerman 1983) 1. 

The field of L3/Ln acquisition is not new, but it has developed significantly in recent decades, together with the multilingual perspective adopted in the CEFR (Common European Framework of Reference for Languages). Multilingualism can indeed be considered the default form of linguistic competence in most contemporary societies (Hammarberg 2018). In line with the so-called "multilingual turn" (May 2013, Conteh & Meier 2014) in language learning and teaching, moving away from a monolingual bias - where the native speaker is the sole criterion for evaluating an L2 learner - can be beneficial for advancing the field of second/foreign language acquisition (Cook 2012), by offering new perspectives on the concepts of interlanguage, fossilization or linguistic competence.

In cognitive approaches to L3 acquisition, language contact at the initial state  is approached through different models in generativist and functionalist works. Several studies (e.g. Cenoz, Hufeisen, and Jessner 2001, 2003; Hammarberg 2001; Bardel & Falk 2007; Bono 2007; Eibensteiner 2023; Vallerossa et al. 2023) highlight that cross-linguistic influence tends to occur more often between the L2 and L3 than between the L1 and L3. For others, the L1 remains the exclusive source of transfer (Hermas 2014 ; Sanz, Park & Lado 2015). Some studies defend the idea that transfer can take place from one of the source languages (L1 or L2) depending on its typological primacy, with a facilitating effect (Rothman 2011), or even from both languages (Flynn, Vinnitskaya & Foley, 2004). In the latter case, previous language experiences may either enhance subsequent language acquisition (priming effect) or remain neutral. As for Slabakova’s scalpel model (2017), it suggests that the L1 and/or L2 cross-linguistic influence operates selectively, property by property in the processing of an L3, and is not necessarily facilitative. 

Finally, beyond the issue of transfer, plurilingualism can also be approached through the lens of dynamic systems theory (Jessner 2008) to examine variability in the development of the plurilingual system.

The aim of this symposium is to gain a better understanding of how the process of acquiring an L3/Ln differs from that of an L2, and to shed light on how a multilingual speaker uses his or her native (L1) and learned (L2) languages, with varying levels of competence and typological proximity, to acquire a new language (L3/Ln) across various domains: lexicon, morphosyntax, phonetics/phonology, pragmatics, etc. Enlarging our understanding of these phenomena could lead to the development of specific pedagogical approaches for the teaching of an L3/Ln.

The conference also seeks to advance our knowledge of the complex interplay between the different factors involved in L3/Ln learning. We therefore invite papers from different theoretical approaches that take into account the multitude of factors characterizing this field of research. For example:

• Linguistic proximity: Are languages sharing structural similarities with other learned languages easier to acquire as an L3?
• Age: Can multilingual children acquire a new language faster than adults thanks to their brain plasticity?
• Linguistic capacity: What role does metalinguistic awareness play in developing L3/Ln skills?
• Motivation: What impact do (academic, professional, cultural) learning goals and communication needs have on the acquisition of a new language?
• Learning context and language exposure: To what extent do language immersion, frequency of exposure and teaching methods play a role in L3/Ln acquisition?
• Pedagogical approaches: How can research findings on L3/Ln acquisition inform classroom practices?

References

Bardel, C., & Falk, Y. (2007). The role of the second language in third language acquisition: The case of Germanic syntax. Second language research, 23(4), 459-484.

Bono, M. (2007). La comparaison L2-L3, un tremplin vers l’acquisition trilingue. Birkbeck Studies in Applied Linguistics, 2, 22-41.

Cenoz, J., Hufeisen, B., & Jessner, U. (Eds.). (2001). Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives (Vol. 31). Multilingual Matters.

Cenoz, J., Hufeisen, B., & Jessner, U. (2003). Why investigate the multilingual lexicon?. In The multilingual lexicon (pp. 1-9). Dordrecht: Springer Netherlands.

Conteh, J. & Meier G. (2014). The Multilingual Turn in Languages Education: Opportunities and Challenges. Bristol, Blue Ridge Summit: Multilingual Matters.

Cook, V. (2012). Multicompetence. The encyclopedia of applied linguistics.

Eibensteiner, L. (2023). L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency. International Review of Applied Linguistics in Language Teaching, 61(4), 1827-1858.

Flynn, S., Foley, C., & Vinnitskaya, I. (2004). The cumulative-enhancement model for language acquisition: Comparing adults' and children's patterns of development in first, second and third language acquisition of relative clauses. International journal of multilingualism, 1(1), 3-16.

Hammarberg, B. (2001). Roles of L1 and L2 in L3 production and acquisition. Bilingual Education and Bilingualism, 21-41.

Hammarberg, B. (2018). L3, the tertiary language. Foreign language education in multilingual classrooms, 127-150.

Hermas, A. (2014). Multilingual transfer: L1 morphosyntax in L3 English. International Journal of Language Studies, 8(2), 1-24.

Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness. The modern language journal, 92(2), 270-283.

May, S. (Ed.). (2013). The multilingual turn: Implications for SLA, TESOL, and bilingual education. Routledge.

Rothman, J. (2011). L3 syntactic transfer selectivity and typological determinacy: The typological primacy model. Second language research, 27(1), 107-127.

Sanz, C., Park, H. I., & Lado, B. (2015). A functional approach to cross-linguistic influence in ab initio L3 acquisition. Bilingualism: Language and Cognition, 18(2), 236-251.

Slabakova, R. (2017). The scalpel model of third language acquisition. International Journal of Bilingualism, 21(6), 651-665.

Trévisiol P. & Rast R. (2006). Présentation, in Rast R. & Trévisiol P. (dir.): L’acquisition d’une langue 3. Acquisition et Interaction en Langue Etrangère, 24, 3-11.

Vallerossa, F., Gudmundson, A., Bergström, A., & Bardel, C. (2023). Learning aspect in Italian as additional language. The role of second languages. International Review of Applied Linguistics in Language Teaching, 61(3), 1139-1171.