Abstract Although over the years, much has been written about the influence of L1 on L2 acquisition, numerous studies have recently dealt with third language acquisition, in particular, the influence of L2 on L3 acquisition. Indeed, it is worth investigating the interplay between all learners’ known languages in the acquisition of a third or fourth language to confirm the benefits of bilingualism in third language learning. From a cognitive perspective, learners’ prior linguistic knowledge provides resources for transfer and comparison across languages, especially in instructed settings. This exploratory study examines whether English L2 can function as a springboard for early acquisition of German L3. The authors posit that a Cross-Linguistic Awareness (CLA) approach, i. e. the use of a methodology that highlights the relationships between languages, raises awareness of existing language competencies in order to facilitate the actual learning process of an L3. In fact, modern developments in multilingual teaching propose to move away from isolation opting for a more cooperative and holistic involvement between languages. This empirical analysis has shown the effectiveness of CLA: conscious reflection on similarities and differences between English and German aids in comprehension, translation and acquisition of German L3. Teaching across languages presents a valuable and promising didactic tool in multilingual teaching.
Filice et al. (Tue,) studied this question.