This volume contributes to filling a traditional gap in second language acquisition (SLA) and variationist studies, as it aims to answer why certain groups produce some linguistic variants at a higher rate than others, including learners of seven target or heritage languages with eight different L1s. Special attention is paid to perception as a factor that affects the construction of social meaning. Using Varbrul and R for statistical analysis, most chapters study the acquisition of native patterns considering phonological or morphosyntactic variation.
Linguistic stereotypes are presented as a determining factor. The chapter by Justin Davidson analyses the variable degrees of /l/ velarization by L1 and L2 Catalan speakers; although under the same sociolinguistic constraints, the lower rate of production of the velarised variant among L2 speakers is attributed to its stigma among monolingual Spaniards and would indicate a non-assimilated identity among L1 Spanish bilinguals. Rebecca Pozzi's chapter studies the production of voiced and voiceless postalveolar fricatives by US students in Buenos Aires, as well as the acquisition of the second-person singular pronoun vos, characteristic of Argentine Spanish; unlike the stereotyped /s/-weakening, this informal pronoun is quickly adopted, probably because of the lack of stigma. In the chapter by Vera Regan, the Polish migrants in France that tend to maintain the negative adverb ne are the ones that attach more importance to the language, seeking social promotion.
Time and learners’ social networks are differently considered. In the chapter by Kristen Kennedy Terry, regarding French, the schwa deletion among US students in France is reported as a feature that takes longer to acquire than others, such as /l/ deletion. However, in the chapter by Xiaoshi Li, Robert Bayley, Xinye Zhang, and Yaqiong Cui, regarding Chinese, the teachers’ formal speech is more determining than time. Focusing on the acquisition of the multifunctional morphosyntactic particle -le after one to four years of interaction with the Chinese peers, both optional -le and de were used at rates closer to the Chinese teachers in formal speech; L1 has an influence, as Japanese and Koreans performed at a higher level than English and Russians.
Children's and adolescents’ sensitivity to the social meanings of variation is also highlighted. The chapter by Mihi Park analyses the effects of formal L2 learning experience on learners of Korean as an L3 in Singapore considering several factors; this study reports that L1 influence in speech neutralises the effects of formal L2 experience and typological proximity in L3 speech. Rebecca Lurie Starr's chapter compares Mandarin sociolinguistic development in international and local schools; this study points out that children in local schools tend to adopt more local patterns and show much greater sociolinguistic knowledge.
The learners’ disposition for identity-making and stance-taking also determines their in-progress selection of linguistic variants, as they contribute to shaping both one's perception and others’. Although based on small samples, this is one of the main conclusions that the reader can draw from this volume. I highly recommend it for those seeking to take a close look at linguistic variation in SLA and the research methodologies used.
