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This book contributes to emerging research on third language
acquisition (TLA) and pinpoints the main factors characterising TLA
as a different process and area of study from second language
acquisition. Moving beyond the dichotomous conception of
monolingualism and bilingualism, it proposes a holistic and
interdisciplinary approach to studying acquisition of a third or
additional language. It presents readers with a practical guide to
understanding how these languages are processed, learned and taught
and addresses the cognitive, linguistic and affective factors which
make multilingual learning and teaching a complex and unique
phenomenon. It also emphasises the important role of teachers as
knowledge generators. Through various examples of multilingual
education practices, it highlights how fundamental teachers are as
bridges between education and research on multilingualism. This
book will appeal to postgraduate students, teacher trainers and
researchers in the fields of multilingual education and cognitive
linguistics.
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