Agnieszka Otwinowska is Assistant Professor at the Institute of English Studies, University of Warsaw, Poland. Her research interests include crosslinguistic influences, bilingual and multilingual language acquisition in children and adults, language teaching, bilingual education and CLIL. She is the co-editor of Teaching and Learning in Multilingual Contexts (with Gessica De Angelis, Multilingual Matters, 2014).

This is a welcome addition to the literature on cognate vocabulary across languages. While its emphasis is on Polish-English cognates, the volume will equally appeal to teachers and researchers interested in the topic. The chapters offer an up-to-date review of the literature on crosslinguistic influence and an unambiguous distinction between bilingual and multilingual behaviour. This is an excellent volume that will be read widely.

• IntroductionPart IBilingual and Multilingual Language UseChapter 1. Language Users and Language UseChapter 2. Attitudes towards Multilingual Language Use: The European and Polish PerspectivePart IIDefining Lexical Crosslinguistic SimilarityChapter 3. Where does Crosslinguistic Similarity Come From?Chapter 4. Crosslinguistic Lexical SimilarityPart IIILexical Crosslinguistic Similarity in UseChapter 5. Crosslinguistic Similarity and Crosslinguistic InfluencesChapter 6. Cognate Vocabulary in Language ProcessingChapter 7. Cognate Vocabulary in Second Language AcquisitionChapter 8. Language-Related Factors in Lexical CLIChapter 9. Learner-Related Factors Affecting Lexical CLIChapter 10. Reliance on Lexical CLI as a Strategic BehaviourPart IVInvestigating Lexical Crosslinguistic Similarity in Language LearningChapter 11. Introduction: Researching the Awareness of Cognates in Polish Learners of EnglishChapter 12. Investigating the Awareness of Cognate Vocabulary: Polish Adult Learners of EnglishChapter 13. Using Cognates as a Vocabulary Learning Strategy: Polish Adult Learners of EnglishChapter 14. Awareness of Cognates as a Motivational Strategy: The Age FactorChapter 15. Towards Plurilingual Education: Conclusions and Implications for Teaching

Agnieszka Otwinowska is Assistant Professor at the Institute of English Studies, University of Warsaw, Poland. Her research interests include crosslinguistic influences, bilingual and multilingual language acquisition in children and adults, language teaching, bilingual education and CLIL. She is the co-editor of Teaching and Learning in Multilingual Contexts (with Gessica De Angelis, Multilingual Matters, 2014).

This is a welcome addition to the literature on cognate vocabulary across languages. While its emphasis is on Polish-English cognates, the volume will equally appeal to teachers and researchers interested in the topic. The chapters offer an up-to-date review of the literature on crosslinguistic influence and an unambiguous distinction between bilingual and multilingual behaviour. This is an excellent volume that will be read widely.

• IntroductionPart IBilingual and Multilingual Language UseChapter 1. Language Users and Language UseChapter 2. Attitudes towards Multilingual Language Use: The European and Polish PerspectivePart IIDefining Lexical Crosslinguistic SimilarityChapter 3. Where does Crosslinguistic Similarity Come From?Chapter 4. Crosslinguistic Lexical SimilarityPart IIILexical Crosslinguistic Similarity in UseChapter 5. Crosslinguistic Similarity and Crosslinguistic InfluencesChapter 6. Cognate Vocabulary in Language ProcessingChapter 7. Cognate Vocabulary in Second Language AcquisitionChapter 8. Language-Related Factors in Lexical CLIChapter 9. Learner-Related Factors Affecting Lexical CLIChapter 10. Reliance on Lexical CLI as a Strategic BehaviourPart IVInvestigating Lexical Crosslinguistic Similarity in Language LearningChapter 11. Introduction: Researching the Awareness of Cognates in Polish Learners of EnglishChapter 12. Investigating the Awareness of Cognate Vocabulary: Polish Adult Learners of EnglishChapter 13. Using Cognates as a Vocabulary Learning Strategy: Polish Adult Learners of EnglishChapter 14. Awareness of Cognates as a Motivational Strategy: The Age FactorChapter 15. Towards Plurilingual Education: Conclusions and Implications for Teaching

Agnieszka Otwinowska is Assistant Professor at the Institute of English Studies, University of Warsaw, Poland. Her research interests include crosslinguistic influences, bilingual and multilingual language acquisition in children and adults, language teaching, bilingual education and CLIL. She is the co-editor of Teaching and Learning in Multilingual Contexts (with Gessica De Angelis, Multilingual Matters, 2014).

This is a welcome addition to the literature on cognate vocabulary across languages. While its emphasis is on Polish-English cognates, the volume will equally appeal to teachers and researchers interested in the topic. The chapters offer an up-to-date review of the literature on crosslinguistic influence and an unambiguous distinction between bilingual and multilingual behaviour. This is an excellent volume that will be read widely.

• IntroductionPart IBilingual and Multilingual Language UseChapter 1. Language Users and Language UseChapter 2. Attitudes towards Multilingual Language Use: The European and Polish PerspectivePart IIDefining Lexical Crosslinguistic SimilarityChapter 3. Where does Crosslinguistic Similarity Come From?Chapter 4. Crosslinguistic Lexical SimilarityPart IIILexical Crosslinguistic Similarity in UseChapter 5. Crosslinguistic Similarity and Crosslinguistic InfluencesChapter 6. Cognate Vocabulary in Language ProcessingChapter 7. Cognate Vocabulary in Second Language AcquisitionChapter 8. Language-Related Factors in Lexical CLIChapter 9. Learner-Related Factors Affecting Lexical CLIChapter 10. Reliance on Lexical CLI as a Strategic BehaviourPart IVInvestigating Lexical Crosslinguistic Similarity in Language LearningChapter 11. Introduction: Researching the Awareness of Cognates in Polish Learners of EnglishChapter 12. Investigating the Awareness of Cognate Vocabulary: Polish Adult Learners of EnglishChapter 13. Using Cognates as a Vocabulary Learning Strategy: Polish Adult Learners of EnglishChapter 14. Awareness of Cognates as a Motivational Strategy: The Age FactorChapter 15. Towards Plurilingual Education: Conclusions and Implications for Teaching