Includes references and bibliographical index.

This chapter deals with some commonly held views in relation to the
age-factor dimensions of the classroom learning of additional languages which
the authors regard as serious misunderstandings. The principal issues focused on
are the following: (a) the widespread notion that the younger = better tendencies
observed among naturalistic acquirers of additional languages can be assumed to
operate also in formal instructional settings; (b) the often unexamined assumption
that such support as exists for the Critical Period Hypothesis constitutes an
argument for early instruction in additional languages, or that a resolution of the
veracity or otherwise of this hypothesis would also resolve the question of when to
introduce additional languages into our schools; (c) the idea that ultimate attainment
in the context of the classroom learning of additional languages is so much
bound up with the age of those doing the learning that almost no other factors are
relevant. With respect to all of the above, alternative research-based propositions
are presented and advocated.

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