Multiple Language Learning in the Light of the Theory of Affordances

Abstract

In this paper we propose a perspective on multiple language acquisition based on Gibson's theory of affordances. We suggest that the experiential profile of multilingual learners provides them with especially favourable conditions to develop awareness of the social and cognitive possibilities which their particular situation affords them. We review some evidence which is interpretable as indicating that (1) multilinguals differ from monolinguals not only in terms of their internalized knowledge of their languages and their capacity to deploy skills in these languages, but also in terms of an expanded and deepened language awareness, and (2) they tend to exploit the full array of their multilingual resources in language learning and language use. We conclude that further exploration of Gibson's theory of affordances in this connection could contribute usefully towards an enhancement of the organization of language teaching and learning for multilinguals, which optimally ought to make use of multilingual learners' already existing awareness and to develop it further in order to enable them to profit maximally from the resources at their command.