This book takes a hard look at some of the assumptions that are
customarily made concerning the role of age in second language
acquisition. The evidence and arguments the contributors present
run counter to the notion that an early start in second language
learning is of itself either absolutely sufficient or necessary for
the attainment of native-like mastery of a second language. Another
theme of the book is a doubt that there is a particular stage of
maturity beyond which language learning is no longer fully
possible. In short, the book presents a challenge to those who take
it as given that second language learning is inevitably different
in its essential nature from language acquisition in the childhood
years and that second language knowledge acquired beyond the
critical period is in all circumstances and in all respects doomed
to fossilize at a non-native-like level.
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