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This edited volume provides an overview of current thinking and directions for further research in applied linguistics by bringing together in a single volume a range of perspectives regarding original research agendas and innovative methodological approaches. It focuses not only on the challenges that applied linguistics researchers have been facing in recent years but also on producing workable and productive research designs and on identifying ways of how alternatives to conventional research methodologies can be used. Discussions featured in the volume include the so-called ‘Bilingual Advantage’ in psycho- and neurolinguistics; the optimal starting age debate in foreign language learning; the growing interest among applied linguists in more nuanced and more complex (statistical) data analysis and the priority given to more descriptive and social approaches to linguistics rather than to theorising. The collection will be a useful reference and stimulus for students, researchers and professionals working in the areas of applied linguistics, psycholinguistics, second language acquisition and second language education.

Applied linguistics --- Research --- Methodology. --- Affective factors. --- Age factor. --- Applied linguistics methodologies. --- Applied linguistics theories. --- Attrition. --- Bilingual advantage. --- Bilingualism. --- Classroom L2 learning. --- Crosslinguistic influence. --- Dynamic systems theory. --- Individual differences. --- Language learning policies. --- Multilevel modelling. --- Multilingualism. --- Neurolinguistics. --- Psycholinguistics. --- SLA. --- Second Language Acquisition. --- Second language education.

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This book constitutes a holistic study of how and why late starters surpass early starters in comparable instructional settings. Combining advanced quantitative methods with individual-level qualitative data, it examines the role of age of onset in the context of the Swiss multilingual educational system and focuses on performance at the beginning and end of secondary school, thereby offering a long-term view of the teenage experience of foreign language learning. The study scrutinised factors that seem to prevent young starters from profiting from their extended learning period and investigated the mechanisms that enable late beginners to catch up with early beginners relatively quickly. Taking account of contextual factors, individual socio-affective factors and instructional factors within a single longitudinal study, the book makes a convincing case that age of onset is not only of minimal relevance for many aspects of instructed language acquisition, but that in this context, for a number of reasons, a later onset can be beneficial.

Language acquisition --- Classroom environment. --- Second language acquisition. --- Age factors. --- Second language learning --- Classroom climate --- Climate, Classroom --- Environment, Classroom --- Age factors in language acquisition --- Classroom environment --- Second language acquisition --- #KVHA:Taalkunde --- #KVHA:Taalonderwijs --- #KVHA:Tweede taalonderwijs --- Age factors --- Classroom management --- Educational sociology --- School environment --- Teacher-student relationships --- Ability, Influence of age on --- Interpersonal communication in children --- Psycholinguistics --- CLIL. --- L2 instructional learning. --- SLA. --- affective factors. --- age factor. --- age research. --- classroom L2 learning. --- crosslinguistic influence. --- early FL learning . --- foreign language learning. --- individual differences. --- language policies. --- language proficiency. --- literacy. --- multilevel modelling. --- psycholinguistics. --- second language acquisition. --- second language education. --- teenage learners. --- the role of age in language learning. --- young learners. --- younger is better in foreign language learning.