Learning a third or additional language poses different challenges compared to learning a second language (Bardel & Falk, 2020; Festman, 2021). Additionally, when a learner faces a distant language, acquiring the target language is usually more demanding (Ghazi-Saidi & Ansaldo, 2017). As adult learners in instructed settings typically have limited time for learning, language teachers are always striving to find better ways to enhance learners in their learning processes (Arntzen et al., 2019; Gironzetti & Koike, 2016; Haukås, 2016). Moreover, the research community points to the lack of studies on the acquisition of minority languages as opposed to widely spoken languages like English or Spanish (Behney & Marsden, 2021; Gujord, 2021; Leow et al., 2022; Tracy-Ventura et al., 2021). The current study aims to improve our understanding of language acquisition in under-researched settings, namely when learning a distant minority language, by investigating the challenges that Japanese L1 speakers learning Catalan as a third or additional language face at the A2 level. It is also an attempt to better understand additional language acquisition and its implications for teaching writing to support teachers and learners in finding ways to enhance language learning.

Authors:
Anna Joan Casademont, TÉLUQ University, Canada
Nancy Gagné, TÉLUQ University, Canada

About the Presenter(s)
Anna Joan Casademont is currently full professor of linguistics in the Department of Social Sciences, Humanities and Communication at TÉLUQ University, Quebec, Canada.

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