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144

studies is that not enough information is included about how the research was
conducted. Given that some of the original studies are not easily accessible
(because they are written in Basque or published by local governmental depart-
ments), it would have been useful to have longer chapters that included infor-
mation not only on results but also on the research methods that were employed
for the studies. Finally, some repetition on the schooling models and the demo-
linguistic data could have been avoided. In sum, the volume is a welcome addition
to the growing number of works about bilingual education and is a witness to
the rich tradition of research in the BAC.

( Received 2 March 2009 )

Llorenç Comajoan Colomé

University of Vic

doi:10.1017/S0272263109990301

THIRD OR ADDITIONAL LANGUAGE ACQUISITION . Gessica
De Angelis . Clevedon, UK : Multilingual Matters , 2007 . Pp. vii +152.

The interest in the acquisition of third and additional languages that has devel-
oped in the last few years can be seen in an increasing number of publications
that try to identify processes that are different when the acquisition of a second
language and other languages are compared (see, e.g., Cenoz, 2009 ; Jessner,
2006 ; Safont, 2005 ; or articles published in the International Journal of Multilin-
gualism ). This volume is an example of such an interest and reviews research on
the acquisition of third and additional languages. This volume is relatively short
and contains six chapters and a conclusion. The fi rst chapter, “The Multilingual
Learner and Speaker,” is an introduction to the area of third (or additional)
language acquisition as different from SLA and includes a discussion of the ter-
minology. Chapters 2 and 3, “Factors Affecting Non-Native Language Infl uence”
and “What Can Be Transferred from One or More Non-Native Language to Another,”
focus on crosslinguistic infl uence by analyzing both the factors that affect the
infl uence of previously acquired languages and the different elements that are
transferred to the target language. The fact that learners can transfer elements
from a second language and not only from the fi rst when acquiring additional
languages is crucial to the distinction between SLA and the acquisition of addi-
tional languages. The next two chapters, “Multilingual Speech Production” and
“The Multilingual Lexicon,” focus on the psycholinguistic processes involved in
language processing and the characteristics of the multilingual lexicon. Chapter 6,
“Prior Language Knowledge, Cognitive Development and the Language Acquisition
Process,” summarizes research on the possible advantages that bilinguals and
multilinguals can have over monolinguals when learning languages. The role of
metalinguistic awareness is associated with these advantages.

The main conclusion of the volume is that there are enough differences be-

tween SLA and the acquisition of additional languages to consider multilinguals
as learners and speakers in their own right. De Angelis also considers that even
limited exposure to a second language can infl uence the acquisition of addi-
tional languages. The volume is clearly written and is an up-to-date account of

Book Reviews

145

the main differences between SLA and the acquisition of additional languages.
The chapters on crosslinguistic infl uence are the strongest, providing a state-of-
the-art account of research on the topic, with the exception of studies on the
pragmatic and discourse levels. One of the limitations of this volume is that it
focuses on the psycholinguistic aspects of language acquisition and gives little
attention to social and emotional aspects. This shortcoming is justifi ed to a
certain extent because the author’s aim is to focus on “multilinguals’ acquisition
and production processes” (p. 1). Within this more psycholinguistic focus, an
overview of studies that use neuroimaging would have been welcome to see if
these studies also confi rm the trends reported in this volume. In conclusion,
this volume is an important contribution not only for those interested in the
acquisition of additional languages but also for scholars working on different
aspects of SLA.

REFERENCES

Cenoz , J . ( 2009 ). Towards multilingual education: Basque educational research in interna-

tional perspective . Clevedon, UK : Multilingual Matters .

Jessner , U . ( 2006 ). Linguistic awareness in multilinguals . Edinburgh, UK : Edinburgh

University Press .

Safont , M. P . ( 2005 ). Third language learners: Pragmatic production and awareness . Clevedon,

UK : Multilingual Matters .

( Received 10 March 2009 )

Jasone Cenoz

University of the Basque Country

doi:10.1017/S0272263109990313

LANGUAGE LEARNER STRATEGIES: THIRTY YEARS OF RESEARCH
AND PRACTICE . Andrew D. Cohen and Ernesto Macaro (Eds.).
Oxford : Oxford University Press , 2007 . Pp. viii + 336.

Cohen and Macaro have crafted a well-conceived and comprehensive treatment
of second-language (L2) strategies research spanning the last three decades.
Consistently strong throughout, this volume has clearly benefi ted from a re-
freshingly transparent editorial process. Cohen and Macaro describe this
process explicitly in the introduction, enumerating several unique contributions
presented by the collection of chapters (e.g., extensive shaping of the volume’s
scope and contour by all contributing authors). Indeed, the editors’ aspirations
of producing a “landmark publication” (p. 1) may very well be realized with respect
to the volume’s contents as well as its design.

Cohen and Macaro divide the volume into two sections, which together

account for and are evidence of the vast breadth and depth of L2 strategies
research, past and present. The fi rst seven chapters focus on a wide variety of
theoretical, methodological, and practical issues. Authored by recognized
experts in this area, the chapters in Part 1 approach these topics from many
different angles, which range from historical to defi nitional, critical to intro-
spective. Oxford and Schramm (chapter 3), for example, echo recent voices