Does incidental English impact the L1 and L2 acquisition of a micro-language? The language exposure and proficiency of Icelandic students with different home language backgrounds

In a digital age, English increasingly competes for time and status with many smaller societal languages. This study examined the language exposure and proficiency of older school-age children learning Icelandic as L1 and L2 alongside incidental English. 122 students, age 10–16 years (65 with Icelandic as L1, 42 as L2, and 15 as one of two L1s) filled out self-reports of their oral and written language proficiency and a diary documenting current language use. Cumulative Icelandic exposure was obtained from parent report. 93 of the students were also administered a formal Icelandic test. All groups spent a similar time using English but in different settings. Individual variability was large. Cumulative Icelandic exposure predicted L2 Icelandic tested performance but not self-ratings. Current exposure to each language was generally associated with higher performance in that language. Current English use was associated with lower Icelandic performance. Studies of L2 learning need to be expanded to more diverse contexts than those comprising a strong societal and a heritage language. Iceland is an example of a context where clearer policy may be required to ensure that L2 speakers not only maintain their home language but also have adequate opportunity to master their societal language.