The ability of bilinguals to learn Spanish as a third language: a study of cognitive and linguistic influences
DOI:
https://doi.org/10.31185/lark.5756Keywords:
Third language acquisition, Prior bilingualism, Language transfer, Metalinguistic awareness, Contrastive analysisAbstract
The objective of this article is to delve into the analysis of the cognitive processes and the dynamics of linguistic transfer involved in the acquisition of Spanish as a third language (L3) by bilingual subjects. From an interdisciplinary perspective, contributions from psycholinguistics, the theory of second and third language acquisition, and foreign language didactics are integrated in order to offer a more comprehensive understanding of the mechanisms underlying learning in multilingual contexts (De Angelis, 2007, p. 45; Cenoz, 2013, pp. 12–14; Gass & Selinker, 2008, p. 112).
First, different theories of L3 acquisition are reviewed, paying special attention to those that explain the influence of previously acquired languages on the processing and incorporation of a new language. Approaches such as the cumulative transfer model, the second language status hypothesis, and models based on linguistic typology, which help understand the selective and non-linear nature of interlinguistic transfer, are analyzed (De Angelis, 2007, p. 89; Odlin, 2003, pp. 67–68).
The article also addresses the role that prior bilingualism plays in shaping the learner's cognition. It is said that bilinguals have greater cognitive flexibility and heightened metalinguistic awareness, which can facilitate the learning of a third language (Cook, 2001, p. 34; Grosjean, 2010, p. 201; Pavlenko, 2005, pp. 115–117). However, possible interferences arising from structural similarities or differences between the involved languages are also identified, which can lead to both positive and negative transfers (Cenoz, 2003, p. 88; Cenoz, 2013, p. 25).
In this sense, the factors that influence the success or difficulty of learning Spanish as L3 are analyzed, such as the typological proximity between the languages, the level of proficiency in the previous languages, the age of acquisition, the educational context, and exposure to linguistic input (Larsen-Freeman & Long, 1994, p. 150; Muñoz, 2000, pp. 40–42). They are considered key to understanding the variability in learning outcomes among different student profiles.
Finally, the article proposes a series of pedagogical implications aimed at teaching Spanish in multilingual contexts. A didactic proposal is suggested that favors the strategic use of linguistic transfer, stimulating explicit comparisons between languages and the development of metalinguistic abilities (Instituto Cervantes, 2006, p. 75; Vez, 2000, pp. 13–15). This proposal aims not only to optimize the acquisition process but also to empower the learner as an active agent in the construction of their linguistic knowledge.
In conclusion, the study highlights the need to consider the student's prior linguistic repertoire as a fundamental resource in teaching Spanish as L3, advocating for pedagogical approaches that integrate the cognitive and linguistic complexity inherent in multilingualism.
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