This Special Issue of Languages focuses on multicompetent speakers’ development of morphosyntactic structures in French and Spanish. The overarching goal of this Special Issue is to bring together investigations from different theoretical and analytical frameworks in order to showcase the advancements that have been made in this diverse area of research.
Similar to applied linguistics more generally (VanPatten, Keating, and Wulff, 2020), scholarship on the language development of multicompetent speakers of French and Spanish spans many frameworks, such as functional, usage-based, and generative approaches (e.g., Dewaele, 2005; Geeslin, 2014; Lafford and Salaberry, 2003; Lindqvist and Bardel, 2012). This body of work also consists of analyses of numerous morphosyntactic phenomena, including grammatical gender, modality, object pronouns, and tense and aspect, among others. Although there now exists a strong base of knowledge on how multicompetent speakers develop the ability to use and process morphosyntactic structures in French and Spanish (e.g., Ayoun, 2013; Geeslin, Long, and Solon, in press; Pascual and Cabo, 2016), there still remain many unanswered questions. In particular, this Special Issue aims to address key topics such as the role of learning context on morphosyntactic development (e.g., immersion, classroom), the importance of individual characteristics in the acquisition of morphosyntactic structures (e.g., motivation, engagement in the target language), the acquisition of morphosyntactic phenomena among different populations of multicompetent speakers (e.g., heritage speakers, second-language learners), and studies focusing on different aspects of morphosyntactic development (e.g., production, processing, perception), including how morphosyntactic development may interact with and impact other aspects of the developing language system (as in the acquisition of variable structures in sociolinguistic competence).
We request that, prior to submitting a manuscript, interested authors initially submit a proposed title and an abstract of 400–600 words summarizing their intended contribution. Please send it to Aarnes Gudmestad (email@example.com). Abstracts will be reviewed by the guest editor for the purpose of ensuring proper fit within the scope of the Special Issue. Full manuscripts will undergo double-blind peer-review.
Tentative completion schedule:
- Abstract submission deadline: 16 November 2020
- Notification of abstract acceptance: 1 December 2020
- Full manuscript deadline: 15 June 2021
Dr. Aarnes Gudmestad
- second language acquisition
- heritage-language learning
- morphosyntactic structures
- individual characteristics
- sociolinguistic competence
- language processing
- language perception
- language use