Aline Godfroid is Associate Professor of Second Language Studies and TESOL at Michigan State University, USA. She is the winner of the 2019 TESOL Award for Distinguished Research. Holger Hopp is Professor of English Linguistics at Technische Universität Braunschweig (Institute of Technology), Germany. He is an Executive Editor of the journal Linguistic Approaches to Bilingualism.

I am delighted to see this book. Second language acquisition research (SLA) has for some time suffered from a bifurcation into social and psycholinguistic strands, often seen as oppositional and incompatible. This handbook remedies this unfortunate state of affairs by recognizing the complexities of the bilingual mind and the need to understand how social context helps to shape it. Core psycholinguistic issues are viewed through a novel lens that focuses on the many shades and shapes of bilingualism. The contents are well-organized into five sections, each offering a different perspective. The list of authors – all leading figures in SLA – is impressive. This book is a must for researchers and students of SLA.Prof. Rod Ellis, Curtin University, AustraliaWhat an achievement! This is a go-to reference work, containing all the major themes, issues, nuances, and challenges that one could hope for, written by a large team of experts. The handbook brings together a huge range of questions and approaches for understanding language use, learning, and processing. There is a fine balance between offering, on the one hand, a grounding in historical theoretical and empirical work, and, on the other hand, syntheses of recent work, peppered with forward-looking insights. One for keeps. Prof. Emma Marsden, University of York, United KingdomIn the last two decades, there has been a virtual explosion of research on second language learning and bilingualism. The interest in these topics is not only because there is increased recognition that the world is multilingual, but also because the disciplines that study this topic have begun to converge as revealed by increasing cross-disciplinary collaboration. This volume presents a comprehensive view of the most exciting of these developments. Multilingualism becomes a lens for illuminating the learning and use of language itself and for bringing basic research and its translation together. The book will be of great interest to readers at all levels and from a large range of disciplinary persuasions.Prof. Judith Kroll, University of California, Irvine, USA

• Table of ContentsList of FiguresList of Tables1. Introduction: second language acquisition and psycholinguisticsHolger Hopp and Aline GodfroidSection I: Psycholinguistics across the lifespan2. The psycholinguistics of early bilingualismChristine E. Potter and Casey Lew-Williams3. The psycholinguistics of child second language acquisitionSarah Schimke4. The psycholinguistics of adult second language acquisitionCarrie N. Jackson5. The psycholinguistics of L3/Ln acquisitionJorge González-Alonso and Jason Rothman6. The psycholinguistics of first language attritionMonika S. Schmid, Concepción Soto García-Meléndez, and Julia Heimann7. The psycholinguistics of heritage language acquisitionSilvina Montrul8. Learning a new language in older age: psycholinguistic and cross-disciplinary approachesJessica G. Cox and Cristina Sanz9. Synthesis: psycholinguistics across the lifespanTheres GrüterSection II: Research methods in second language psycholinguistics10. Studying second language comprehensionIrina Elgort and Paul Warren11. Studying second language productionSarah Bernolet 12. Studying multimodal language processing: the integration of speech and gesturesMarianne Gullberg13. Conducting reaction time research in second language psycholinguisticsPhilip Hamrick14. Using corpora in research on second language psycholinguisticsSandra Deshors and Stefan Th. Gries15. Synthesis: research methods in second language psycholinguisticsNan JiangSection III: Theoretical perspectives on psycholinguistics16. Word and multiword processing: memory-based and linguistic approachesKira Gor17. Word and multiword processing: cognitive approachesKathy Conklin and Rüdiger Thul18. Sentence processing: linguistic approachesHolger Hopp19. Sentence processing: cognitive approaches to L2 morphosyntactic and morphological processingNuria Sagarra20. Discourse processingSaveria Colonna21. Code-switchingJanet G. van Hell22. Synthesis: transdisciplinary approaches to understanding variability in bilingual processing and usePaola E. DussiasSection IV: The psycholinguistics of learning23. Implicit learning and SLA: a cognitive psychology perspectiveJohn N. Williams and Patrick Rebuschat24. Hypotheses about the interface between explicit and implicit knowledge in SLAAline Godfroid25. Automatization and practiceYuichi Suzuki 26. Declarative and procedural memory in second language learning: psycholinguistic considerationsKara Morgan-Short and Michael T. Ullman27. The psycholinguistics of L2 interactionMichael H. Long28. Working memory and second language learning: a critical and synthetic reviewShaofeng Li 29. Synthesis: The psycholinguistics of learningBrian MacWhinneySection V: Transdisciplinary perspectives: contexts and future directions30. The influence of learning contexts on the psycholinguistics of second language learningRonald Leow31. Psycholinguistics for the language classroomRebecca Sachs, Melissa Baralt, and Laura Gurzynski-Weiss32. The psycholinguistics of second language writingRosa M. Manchón33. The psycholinguistics of second language assessmentRob Schoonen34. Cognitive effects of bilingualismGregory J. Poarch35. Synthesis: transdisciplinary perspectives on SLA: exploration versus explanationJan Hulstijn

Aline Godfroid is Associate Professor of Second Language Studies and TESOL at Michigan State University, USA. She is the winner of the 2019 TESOL Award for Distinguished Research. Holger Hopp is Professor of English Linguistics at Technische Universität Braunschweig (Institute of Technology), Germany. He is an Executive Editor of the journal Linguistic Approaches to Bilingualism.

I am delighted to see this book. Second language acquisition research (SLA) has for some time suffered from a bifurcation into social and psycholinguistic strands, often seen as oppositional and incompatible. This handbook remedies this unfortunate state of affairs by recognizing the complexities of the bilingual mind and the need to understand how social context helps to shape it. Core psycholinguistic issues are viewed through a novel lens that focuses on the many shades and shapes of bilingualism. The contents are well-organized into five sections, each offering a different perspective. The list of authors – all leading figures in SLA – is impressive. This book is a must for researchers and students of SLA.Prof. Rod Ellis, Curtin University, AustraliaWhat an achievement! This is a go-to reference work, containing all the major themes, issues, nuances, and challenges that one could hope for, written by a large team of experts. The handbook brings together a huge range of questions and approaches for understanding language use, learning, and processing. There is a fine balance between offering, on the one hand, a grounding in historical theoretical and empirical work, and, on the other hand, syntheses of recent work, peppered with forward-looking insights. One for keeps. Prof. Emma Marsden, University of York, United KingdomIn the last two decades, there has been a virtual explosion of research on second language learning and bilingualism. The interest in these topics is not only because there is increased recognition that the world is multilingual, but also because the disciplines that study this topic have begun to converge as revealed by increasing cross-disciplinary collaboration. This volume presents a comprehensive view of the most exciting of these developments. Multilingualism becomes a lens for illuminating the learning and use of language itself and for bringing basic research and its translation together. The book will be of great interest to readers at all levels and from a large range of disciplinary persuasions.Prof. Judith Kroll, University of California, Irvine, USA

• Table of ContentsList of FiguresList of Tables1. Introduction: second language acquisition and psycholinguisticsHolger Hopp and Aline GodfroidSection I: Psycholinguistics across the lifespan2. The psycholinguistics of early bilingualismChristine E. Potter and Casey Lew-Williams3. The psycholinguistics of child second language acquisitionSarah Schimke4. The psycholinguistics of adult second language acquisitionCarrie N. Jackson5. The psycholinguistics of L3/Ln acquisitionJorge González-Alonso and Jason Rothman6. The psycholinguistics of first language attritionMonika S. Schmid, Concepción Soto García-Meléndez, and Julia Heimann7. The psycholinguistics of heritage language acquisitionSilvina Montrul8. Learning a new language in older age: psycholinguistic and cross-disciplinary approachesJessica G. Cox and Cristina Sanz9. Synthesis: psycholinguistics across the lifespanTheres GrüterSection II: Research methods in second language psycholinguistics10. Studying second language comprehensionIrina Elgort and Paul Warren11. Studying second language productionSarah Bernolet 12. Studying multimodal language processing: the integration of speech and gesturesMarianne Gullberg13. Conducting reaction time research in second language psycholinguisticsPhilip Hamrick14. Using corpora in research on second language psycholinguisticsSandra Deshors and Stefan Th. Gries15. Synthesis: research methods in second language psycholinguisticsNan JiangSection III: Theoretical perspectives on psycholinguistics16. Word and multiword processing: memory-based and linguistic approachesKira Gor17. Word and multiword processing: cognitive approachesKathy Conklin and Rüdiger Thul18. Sentence processing: linguistic approachesHolger Hopp19. Sentence processing: cognitive approaches to L2 morphosyntactic and morphological processingNuria Sagarra20. Discourse processingSaveria Colonna21. Code-switchingJanet G. van Hell22. Synthesis: transdisciplinary approaches to understanding variability in bilingual processing and usePaola E. DussiasSection IV: The psycholinguistics of learning23. Implicit learning and SLA: a cognitive psychology perspectiveJohn N. Williams and Patrick Rebuschat24. Hypotheses about the interface between explicit and implicit knowledge in SLAAline Godfroid25. Automatization and practiceYuichi Suzuki 26. Declarative and procedural memory in second language learning: psycholinguistic considerationsKara Morgan-Short and Michael T. Ullman27. The psycholinguistics of L2 interactionMichael H. Long28. Working memory and second language learning: a critical and synthetic reviewShaofeng Li 29. Synthesis: The psycholinguistics of learningBrian MacWhinneySection V: Transdisciplinary perspectives: contexts and future directions30. The influence of learning contexts on the psycholinguistics of second language learningRonald Leow31. Psycholinguistics for the language classroomRebecca Sachs, Melissa Baralt, and Laura Gurzynski-Weiss32. The psycholinguistics of second language writingRosa M. Manchón33. The psycholinguistics of second language assessmentRob Schoonen34. Cognitive effects of bilingualismGregory J. Poarch35. Synthesis: transdisciplinary perspectives on SLA: exploration versus explanationJan Hulstijn