Three of the basic issues raised by the multi-competence perspective for SLA research are:
(1) who are the L2 users? Both as the possession of the individual and of the community, L1 and L2 are diverse and flexible, ranging from developing to relatively static to reducing. SLA research has to recognise the shifting flux of L1 and L2 systems.
(2) what is the language that the L2 user knows? Five meanings of ‘language’ are discussed: human representation system, institutional object, set of sentences, community and individual possession, concluding that the language systems of the individual and of the community need to be treated as a whole.
(3) What is the community the L2 user belongs to? L2 users belong to diverse communities of their own, both local and global. SLA research needs to explore the nature of these communities rather than assuming L2 users wish to be part of native monolingual communities.
2016. Multilingualism research. In The Cambridge Handbook of Linguistic Multi-Competence, ► pp. 97 ff.
Jessner, Ulrike
2016. Multicompetence Approaches to Language Proficiency Development in Multilingual Education. In Bilingual and Multilingual Education, ► pp. 1 ff.
Paquet-Gauthier, Myriam & Suzie Beaulieu
2016. Can language classrooms take the multilingual turn?. Journal of Multilingual and Multicultural Development 37:2 ► pp. 167 ff.
Sadat, Jasmin, Rita Pureza & F.‐Xavier Alario
2016. Traces of An Early Learned Second Language in Discontinued Bilingualism. Language Learning 66:S2 ► pp. 210 ff.
Wei, Li
2016. Epilogue: multi-competence and the TranslanguagingInstinct. In The Cambridge Handbook of Linguistic Multi-Competence, ► pp. 533 ff.
Üstünel, Eda
2016. Introduction to Some of the Terminology. In EFL Classroom Code-Switching, ► pp. 1 ff.
Edstrom, Anne
2015. Triads in the L2 classroom: Interaction patterns and engagement during a collaborative task. System 52 ► pp. 26 ff.
Moore, Emilee
2014. Constructing content and language knowledge in plurilingual student teamwork: situated and longitudinal perspectives. International Journal of Bilingual Education and Bilingualism 17:5 ► pp. 586 ff.
Brown, Amanda & Marianne Gullberg
2012. Multicompetence and native speaker variation in clausal packaging in Japanese. Second Language Research 28:4 ► pp. 415 ff.
Chavez, Monika
2011. German Grammar in the Students' Words: The Essentialization of German Grammar by American College‐Level Learners. Die Unterrichtspraxis/Teaching German 44:2 ► pp. 83 ff.
Chavez, Monika
2016. Students’ accounts of grammatical forms of German that are difficult, unattainable, and irrelevant for self-expression. Language Awareness 25:3 ► pp. 197 ff.
Chavez, Monika
2020. German in the Marketplace of Languages: Why Students of German and of Four Other Languages Say That They and Others Might Choose German. Die Unterrichtspraxis/Teaching German 53:2 ► pp. 151 ff.
Moore, Emilee & Melinda Dooly
2010. “How Do the Apples Reproduce (Themselves)?” How Teacher Trainees Negotiate Language, Content, and Membership in a CLIL Science Education Classroom at a Multilingual University. Journal of Language, Identity & Education 9:1 ► pp. 58 ff.
Zareva, Alla
2010. Multicompetence and L2 users' associative links: being unlike nativelike. International Journal of Applied Linguistics 20:1 ► pp. 2 ff.
This list is based on CrossRef data as of 4 january 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.