Abstract The Douglas Fir Group (2016) sought to articulate a transdisciplinary agenda for
SLA but said little about multilingualism specifically. Moreover, many multilinguals are under …

This study investigates whether potential differences in the weight of out-of-school and in-
school learning environments affect the acquisition of L2 English by teenagers in two …

This cross-sectional study seeks to compare levels of emotional resonance in Arabic and
English and identify the effects of sociobiographical factors, the history of English language …

Assessment of bilingual children in only one language fails to acknowledge their distributed
linguistic competence and has been shown to overidentify language disorder in bilingual …

Fluency in more than one language is generally accepted as being advantageous in our
modern global age. However, in addition to the obvious personal, social, cultural and …

This special issue commentary draws seven lessons from the four papers on input and
bilingual development:(1) the environments in which children become bilingual vary …

Given the increasing emphasis of communicative competence in English as a foreign
language (EFL) contexts and the lack of validation research on speaking assessments for …

On January 1, 2016, the 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for
Sustainable Development officially came into force thanks to a resolution adopted by world …

Previous research has shown that both input quantity and quality play a role in dual
language learning. However, it is unclear whether input quantity factors (eg, school input) …

This study examined the influence of linguistic input on the development of productive and
receptive skills across three fundamental language domains: lexico‐semantics, syntax, and …