Abstract
To date, processes of early foreign/second language acquisition (eL2) throughout primary education (age 6–10) are not addressed in their own right within the field of SLA research (1). However, recent findings stemming from newer eL2 corpora raise questions about the specific nature of eL2 development as compared to (well documented) adult L2 and (unbalanced) 2L1 acquisition (2). Exploratory studies of the eL2 determiner system (3) as displayed in referential processes in eL2 interaction by the young learners (4) reveal features of the specific quality of eL2 development (referring expressions, determiners) and also point out the need for further studies in the field of situated eL2 learning, in particular as regards questions of methodology as well as on the general level of SLA theory building (5).
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