Adolescent language outcomes in a complex trilingual context: When typical does not mean unproblematic.

Area of Science:

• Linguistics
• Psycholinguistics
• Sociolinguistics

Background:

• Iceland presents a unique multilingual environment where Icelandic is learned as a first (L1) or second language (L2).
• Incidental English exposure is prevalent through internet and media, influencing adolescent language development.

Purpose of the Study:

• To examine the long-term language outcomes of adolescents in Iceland's complex multilingual setting.
• To compare the Icelandic and English language proficiency of L1 and L2 speakers.
• To assess the implications of these language outcomes for future educational and career prospects.

Main Methods:

• 50 adolescents (grades 8-10) in Reykjavik participated, divided into L1 (27) and L2 (23) Icelandic speakers.
• Standardized language tests and language samples were collected in Icelandic and English.
• Self- and parent-ratings of proficiency were obtained for Icelandic, English, and home languages (for L2 speakers).

Main Results:

• L2 speakers significantly underperformed L1 speakers in Icelandic.
• Both L1 and L2 groups showed English skills below native English norms.
• L1 speakers favored Icelandic, while L2 speakers had more evenly distributed proficiency across Icelandic, English, and their home language.

Conclusions:

• English exposure creates similar English skills in L1 and L2 groups but leads to varied language development.
• L2 speakers exhibit unpredictable language dominance and lower overall proficiency, potentially hindering functional communication skills.
• The study advocates for reconsidering multilingual outcomes and implementing language policy reforms in Iceland to ensure adequate language proficiency for all students.