Year: 2024
Type: article
Study design: Systematic Review
Abstract: Heritage speakers (HS) with an immigrant background are bilinguals whose L1 is a minority language that lacks social status in the host country. A bilingual advantage has been extensively reported in research in third language acquisition (TLA) mainly in the context of bilingual education. However, mixed results are obtained when TLA takes place in immigration contexts. In an attempt to understand this variability, this systematic review examines the individual and contextual variables reported in the literature that could be mediating the relationship between immigrant HS’ bilingualism and their EFL L3 learning in educational settings across Europe. Following the PRISMA guidelines, we have examined 20 peer-reviewed studies (2013-2023). The findings highlight socioeconomic status, cognitive abilities, and manner of acquisition of the L1 as affecting L3 learning. This systematic review emphasizes the need to tailor instruction to the specific characteristics and needs of these learners, promoting a more individualized approach to L3 teaching.
Source: The Journal of English Studies
DOI: 10.18172/jes.5950
Author: Carmen Arsema Pérez Hernández
Institution: Universidad de La Rioja
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4402926245