Abstract
The main goal of this paper is to analyze how the age factor behaves as an alleged individual difference (ID) variable in SLA by focusing on the influence that the learning context exerts on the dynamics of age of onset (AO). The results of several long-term classroom studies on age effects will be presented, in which I have empirically analyzed whether AO works similarly across settings and learners or whether it is influenced by characteristics of the setting and the learner—and if so, whether there are contextual variables that can help us understand why those outcomes are different. Results of multilevel analyses indicate that macro-contextual factors (i.e., the wider school context) turn out to have a mediating effect on the relation between AO and L2 proficiency increase, exerting both positive and negative influences and thus suggesting that AO effects are malleable, which is what one would expect if we are dealing with an ID variable. In contrast, no such phenomenon can be observed in relation to lower contextual levels; learners within classes do not vary with regard to how sensitive they are to AO. Since the broader social environment in which learning takes place seems to be more influential than the cognitive state assumed to be a characteristic of the individual, I suggest that an ID model that assumes that age is a “fixed factor” (Ellis, 1994, p. 35) is not entirely satisfactory.
Highlights
Age is often discussed as if it were a simple, single factor that is “beyond external control” (Ellis, 1994, p. 35)
I have empirically measured whether age of onset (AO) works across settings and learners or whether it is influenced by characteristics of the setting and the learner—and if so, whether there are contextual variables that can help us understand why those outcomes are different
One of the main findings was that school/class context and climate interact with student-level variables such as AO: Students under conditions of different school context and school climate demonstrate different educational attainment irrespective of AO, which has direct policy implications for policy makers, administrators, teachers, and parents
Summary
Age is often discussed as if it were a simple, single factor that is “beyond external control” (Ellis, 1994, p. 35). It is statistically possible to separate the learner from context, it is untenable to do so because this would carry the implication that the two are independent (van Geert & Steenbeek, 2008). The results of longitudinal and cross-sectional studies on effects of AO are presented, in which I have analyzed whether different schools, classes and participants vary with regard to how sensitive they are to the manipulation at hand (i.e., AO). It is essential to test whether AO works across broader school contexts, or whether it is influenced by characteristics of the context—and if so, whether there are macro-contextual variables that can help us understand why those outcomes are different. I analyze whether effects of age are different for subjects in different classes and subject to micro-contextual variables
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
