International Review of Applied Linguistics in Language Teaching
Ed. by Jordens, Peter / Roberts, Leah
IMPACT FACTOR 2018: 0.667
5-year IMPACT FACTOR: 1.296
CiteScore 2018: 1.02
SCImago Journal Rank (SJR) 2018: 0.891
Source Normalized Impact per Paper (SNIP) 2018: 1.341
Research on age-related effects in L2 development often invokes the idea of a critical period – the postulation of which is customarily referred to as the Critical Period Hypothesis. This paper argues that to speak in terms of the Critical Period Hypothesis is misleading, since there is a vast amount of variation in the way in which the critical period for language acquisition is understood – affecting all the parameters deemed to be theoretically significant and indeed also relating to the ways in which the purported critical period is interpreted in terms of its implications for L2 instruction. The paper concludes that the very fact that there are such diverse and competing versions of the Critical Period Hypothesis of itself undermines its plausibility.
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