Kristin Kersten is professor of Language Acquisition and English Language Teaching at Hildesheim University, Germany. Her research and publications focus on psycholinguistics, bilingualism and cognition, bilingual education (CLIL, immersion), and instructed second language acquisition. She headed the interdisciplinary research projects Early Language and Intercultural Acquisition Studies (ELIAS), an EU Comenius project, and Studies on Multilingualism in Language Education (SMILE) on language acquisition in bilingual preschool and primary education.Adam Winsler is Professor of Applied Developmental Psychology at George Mason University in Fairfax, Virginia, USA. He has published more than 100 journal articles and 2 books on topics including English-Spanish bilingualism, bilingual education, L1 language maintenance and loss, and the academic performance over time of ethnically diverse dual language learners and immigrant students in poverty in the USA. He also does research on children’s private speech, selfregulation, and executive function and was the former editor of Early Childhood Research Quarterly.

• Table of contentsList of ContributorsPrefacePART I: Theoretical and methodological considerationsChapter 1: Investigating cognitive-linguistic development in SLA: Theoretical and methodological challenges for empirical researchKristin Kersten, Werner GreveChapter 2: Lost in Translation? On some key features of dynamical systems theorizing invoked in SLA research Anke Lenzing, Manfred Pienemann, Howard NicholasChapter 3: How many moderators does is take till we know... that too many bilingual advantage effects have died? Julia Festman, Sophia Czapka, Adam WinslerPART II: The interplay of variables on macro-, meso-, and micro-levelsChapter 4: The Proximity of Stimulation Hypothesis: Investigating the interplay of social and instructional variables with the cognitive-linguistic skills of young L2 learners Kristin KerstenChapter 5: Becoming bilingual in Miami, USA: Predictors and outcomes of speed of English acquisition for low-income, dual-language learners Adam WinslerChapter 6: Immigrant achievement and language use across countries: The role of family background and education systems Janna Teltemann, Maximilian Brinkmann, Nora Huth, Reinhard SchunckChapter 7: The interplay between learner-internal variables and levels of anxiety and enjoyment among Spanish EFL learners Jean-Marc DewaeleChapter 8: Early bilingualism increases the likelihood of taking (and mastering) foreign language courses later in secondary school My Viet Ha Nguyen, Adam Winsler Chapter 9: From differential to dynamic: The role of working memory in second language (L2) learning Ellen J. Serafini Chapter 10: Can type of schooling compensate for low SES? Investigating effects of instruction and SES on cognitive skillsAnn-Christin Bruhn, Lisa Miller, Claudia Mähler, Katharina Ponto, Kristin KerstenPART III: SynthesisChapter 11: Commentary on "Understanding variability in second language acquisition, bilingualism, and cognition": A Second Language Acquisition perspective Gabriele Pallotti Chapter 12: Commentary: Toward a developmental science of language acquisitionWerner Greve Index