L7 mastered to nativelike proficiency in adulthood – a case study of simultaneous multiple language acquisition processes challenging Lenneberg’s (1967) critical period hypothesis

ABSTRACT

This paper seeks to present the case of successful nativelike proficiency in L7, achieved in adulthood. As a case study of multiple language acquisition processes acquired, both in childhood and adulthood, this study operates in the fields of multilingualism and language acquisition. The author presents her experiences of language acquisition and command of the languages: Mauritian Creole Kreol, French, English, Arabic, Urdu, Italian, and Turkish. The paper is shaped into a narrative as it is stipulated that autobiography can be used as data in linguistics research [Pavlenko (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28(2), 163–188]. Simultaneous acquisition of five languages, in early childhood, is a phenomenon of success in light of Lenneberg’s theory of Critical Period Hypothesis (CPH) (1967). However, Lenneberg’s CPH is challenged when Turkish is analysed as a chronological L7, acquired successfully in adulthood to nativelike proficiency. This is assessed using an eclectic theoretical framework comprising: the theory of Muñoz on the age of learning languages [(2008). Age-related differences in foreign language learning. Revisiting the empirical evidence. IRAL, International Review of Applied Linguistics in Language Teaching, 46(3), 197]; the Dynamic Model of Multilingualism by Philip Herdina and Ulrike Jessner [(2002). A dynamic model of multilingualism: Perspectives of change in psycholinguistics (Vol. 121). Multilingual Matters]; the Factor Model [Hufeisen (2000). A European perspective: Tertiary languages with a focus on German as L3. In J. W. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 209–229). Routledge], Hammarberg’s [(2017). Becoming multilingual: The macro and the micro time perspective. International Review of Applied Linguistics in Language Teaching, 55(1), 3–22] theory on time perspectives. While justifying the shift of status of Turkish to second language, the author discusses the processes to multilingual success in communicative competence [Hymes (1972) On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics. Selected readings (pp. 269–293). Penguin] in the discussed languages.

KEYWORDS:

• Multilingualism
• simultaneous multiple language acquisition
• critical period hypothesis
• nativelikeness
• communicative competence

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found it to be comparable to the standard of AS & A Level in the UK. This means students can be confident that their Cambridge International AS & A Level qualifications are accepted as equivalent, grade for grade, to UK AS & A Levels by leading universities worldwide. (Cambridge Assessment International Education, 2022)

2 A director of the Alliance Française in Mauritius op-ed the expectations of the institution with regard to the outcome of the Alliance Française secondary school exams at the Mauritian level, claiming a level C1 at least is potentially achieved through these exams which would ease entry at French universities ‘“Pour la classe de Terminale (Grade 13), les candidats passent également une certification du CIEP (DALF C1) qui facilite leur admission dans les universités françaises,” soutient Michèle Stephan’ (‘Alliance Française de Maurice: tout pour améliorer votre français!’, 2019).