Second Language Acquisition and the Critical Period Hypothesis

Birdsong, David (Ed.) (1999)

Mahwah, NJ: Lawrence Erlbaum Associates

Is there a single key issue in the field of second language acquisition / learning, an as yet unresolved matter on which all else depends? A good case could be made for the question of whether or not there is a critical period for second language learning being just such a key issue. In other words, does the nature of second language acquisition change if the first exposure to the new language comes after a certain age? This question is closely linked to the question of whether first language (L1) acquisition and second language (L2) acquisition are essentially the same process, or very similar processes, and if so whether this is the case for some learners, or for all. In practical terms, it could be central not only to such issues as the optimal age at which children should start learning foreign languages, but also to the best teaching/learning approach for adults. Krashen's Input Hypothesis (Krashen, 1985) is totally undermined if a critical period does indeed exist, since the hypothesis assumes not only that L2 acquisition is similar in nature to L1 acquisition, but also that this is the case for learners of any age. Alhough many would claim that Krashen's theories are seriously flawed in any case, their influence in the field of second language teaching can hardly be denied. Issues such as the relative importance of lexis and syntax in teaching materials must ultimately link back to the way in which second language knowledge is organised in the brain. If that organisation is different in learners who have first been exposed to L2 after a certain age, then this has a bearing on choice of teaching approach. Yes, I believe there is a strong prima facie case for rega

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