Francesca D’Angelo is a Postdoctoral Researcher in English Translation Studies at Università Telematica Giustino Fortunato, Italy. Her research interests include bilingual education, third language acquisition, cognitive linguistics, gender studies and translation. She has recently published articles in the International Journal of Bilingual Education and Bilingualism and is on the board of Science Journal of Education, Frontiers in Psychology and Studi di Glottodidattica.

The book offers a rich insight in the field of Third Language Acquisition, bridging the gap between language education and research. It explores the key linguistic and cognitive factors that make it different from Second Language Acquisition in terms of process and area of study. It is a precious resource for language learners, scholars, and teachers interested in the practical implications of the most recent research on multilingual education.

• AcknowledgementsIntroductionChapter 1. Second vs Third Language Acquisition Chapter 2. The Role of Prior Formal Language Learning and Mediating Factors in Third or Additional Language Acquisition Chapter 3. Metalinguistic Awareness and Third or Additional Language Acquisition  Chapter 4. Multilingual Education and Translanguaging: A 'Practical Theory of Languages'Chapter 5. From Bilingual to Multilingual Education: Teaching, Assessing and Testing TrendsConclusionReferencesIndex

Francesca D’Angelo is a Postdoctoral Researcher in English Translation Studies at Università Telematica Giustino Fortunato, Italy. Her research interests include bilingual education, third language acquisition, cognitive linguistics, gender studies and translation. She has recently published articles in the International Journal of Bilingual Education and Bilingualism and is on the board of Science Journal of Education, Frontiers in Psychology and Studi di Glottodidattica.

The book offers a rich insight in the field of Third Language Acquisition, bridging the gap between language education and research. It explores the key linguistic and cognitive factors that make it different from Second Language Acquisition in terms of process and area of study. It is a precious resource for language learners, scholars, and teachers interested in the practical implications of the most recent research on multilingual education.

• AcknowledgementsIntroductionChapter 1. Second vs Third Language Acquisition Chapter 2. The Role of Prior Formal Language Learning and Mediating Factors in Third or Additional Language Acquisition Chapter 3. Metalinguistic Awareness and Third or Additional Language Acquisition  Chapter 4. Multilingual Education and Translanguaging: A 'Practical Theory of Languages'Chapter 5. From Bilingual to Multilingual Education: Teaching, Assessing and Testing TrendsConclusionReferencesIndex

Francesca D’Angelo is a Postdoctoral Researcher in English Translation Studies at Università Telematica Giustino Fortunato, Italy. Her research interests include bilingual education, third language acquisition, cognitive linguistics, gender studies and translation. She has recently published articles in the International Journal of Bilingual Education and Bilingualism and is on the board of Science Journal of Education, Frontiers in Psychology and Studi di Glottodidattica.

The book offers a rich insight in the field of Third Language Acquisition, bridging the gap between language education and research. It explores the key linguistic and cognitive factors that make it different from Second Language Acquisition in terms of process and area of study. It is a precious resource for language learners, scholars, and teachers interested in the practical implications of the most recent research on multilingual education.

• AcknowledgementsIntroductionChapter 1. Second vs Third Language Acquisition Chapter 2. The Role of Prior Formal Language Learning and Mediating Factors in Third or Additional Language Acquisition Chapter 3. Metalinguistic Awareness and Third or Additional Language Acquisition  Chapter 4. Multilingual Education and Translanguaging: A 'Practical Theory of Languages'Chapter 5. From Bilingual to Multilingual Education: Teaching, Assessing and Testing TrendsConclusionReferencesIndex