Reviewed by Martin R. Gitterman, The City University of New York

This book provides an in-depth look at the issue of age in language learning that extends well beyond traditional treatments of the critical period hypothesis. In Ch.1 ‘Foundations’, Silvina

Montrul states that ‘[t]his book is about non-native like attainment, and its purpose is to re-examine age as a determining factor in non-native outcomes’ (1). The age factor is addressed with a focus on the incomplete acquisition of a first language in children raised in a bilingual setting. The chapters that follow not only provide a detailed and cohesive review of relevant research but suggest areas in need of additional study.

In Ch. 2, ‘Second language acquisition’, second language (L2) acquisition in adults is contrasted with first language (L1) acquisition in children. Issues touched on include fossilization, developmental vs. transfer errors, and the overarching critical period hypothesis in second language acquisition (about which, M notes, much remains to be learned). Central to Ch. 3, ‘First language attrition in adults’, is the assertion that once there is complete acquisition of a L1 (which is the case with adults), any eventual attrition in that language will be performance-based, not competence-based. In Ch. 4, ‘Bilingualism in early childhood’, it is asserted that insufficient input in one of a child’s languages can lead to incomplete acquisition as well as competence-based attrition. In Ch. 5, ‘Bilingualism in middle and late childhood’, it is suggested that those exposed to two languages at an earlier age (seemingly before ages 8–10) are more likely to develop incomplete first language acquisition (that is, in the weaker/minority language).

Ch. 6, ‘Incomplete L1 acquisition in adults’, reports on the characteristics of incomplete L1 acquisition found in adults. Addressed are various domains of language (e.g. phonology, morphology) and reference is made to similarities in the incomplete acquisition found in the L2 of adult learners and that evident in the L1 of adults who were early bilinguals as children. These similarities are expanded on in Ch. 7, ‘Incomplete L1 and L2 acquisition in adults’, and differences in the two populations are postulated as well. In Ch. 8, ‘Implications’, which reinforces the material presented in the previous chapters, M states that ‘[m]y main claim in this book is that a critical period is also relevant for L1 loss in a dual language environment’ (249). Suggestions for additional research are made.

This book is a valuable addition to the scholarly literature on age-related factors in language acquisition. It provides a very thorough and insightful overview of the current literature, suggests ways of ‘re-examining’ the issue of age that are well motivated (based on a solid rationale), and helps set a direction for further research.