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International Review of Applied Linguistics in Language Teaching

Ed. by Jordens, Peter / Roberts, Leah

4 Issues per year


IMPACT FACTOR 2017: 1.242

CiteScore 2017: 1.47

SCImago Journal Rank (SJR) 2017: 0.892
Source Normalized Impact per Paper (SNIP) 2017: 0.915

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1613-4141
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Volume 43, Issue 4

Issues

The Critical Period Hypothesis: A coat of many colours

David Singleton
Published Online: 2005-11-24 | DOI: https://doi.org/10.1515/iral.2005.43.4.269

Abstract

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.

About the article

Published Online: 2005-11-24

Published in Print: 2005-11-18


Citation Information: International Review of Applied Linguistics in Language Teaching, Volume 43, Issue 4, Pages 269–285, ISSN (Online) 1613-4141, ISSN (Print) 0019-042X, DOI: https://doi.org/10.1515/iral.2005.43.4.269.

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