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The new research contained in twelve chapters emphasizes the area of social context and second language acquisition. We now have a better understanding of the total process of acquisition from multiple perspectives: cognitive, linguistic, and social. A wide variety of target and source languages are examined, including French and American native speakers of English, English-speaking children acquiring Irish, Chinese acquiring Hungarian, Moroccan acquiring Dutch, and Dutch learners acquiring French. The editor teaches at University College, Dublin.
The development of L2 acquisition of Moroccan children in the Netherlands, Petra Bos; speech rate variation in two oral styles of advanced French interlanguage, Jean-Marc Dewaele; language and identity in immigrant acquisition and use - a framework for integrating sociological, psychological and linguistic data, Norbert Dittmar, Bernard Spolsky and Joel Walters; what makes us think that students who study abroad become fluent? Barbara F. Freed; early immersion in Ireland, the Naionra experience, Tina Hickey; temporal reference in story retellings, comparison between French and American native speakers and French advanced learners of English, Monique Lambert; "aha" as a communication strategy - Chinese speakers of Hungarian, Juliet Langman; second language learning through interaction - multiple perspectives, Teresa Pica; the visible loanword - processes of integration seen in bare English-origin nouns in Ukrainian, Shana Poplack and Svitlana Budzhak-Jones.

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