Multilingual language acquisition in Canada and Germany

This paper will briefly examine multilingual settings in Canada and Germany (German, guest worker languages). The differentiation between L2 and L3 acquisition, and the differentiation between acquisition and learning will be explored, as well as problems in second and third language acquisition, and cultural and status implications. It is a remarkable fact that almost all foreign language materials and methods appear to be exclusively designed for monoglot learners. As a result, very little has been done to study the implications of bilingualism and multilingualism in language learning and acquisition. The paper outlines priority areas for further research and presents the prospects for a greater recognition of multilingualism as a precious resource in language education.