This view – that lan­guages can and should be ‘kept apart’ becau­se, if not, they will ‘inva­de’ one ano­ther – has under­pin­ned second lan­guage tea­ching pedago­gy ever sin­ce. Like­wi­se, the folk wis­dom that, unless lan­guages are kept sepa­ra­te, lear­ners will never learn to ‘think’ in the tar­get lan­guage, has per­sis­ted until the pre­sent day.

What evi­dence is the­re (a) that lan­guages are stored and acces­sed sepa­ra­te­ly, and (b) that second lan­guage lear­ners can be trai­ned to ‘think’ in their L2?

Wei­ter­le­sen … (Tipp von Wolf­gang Butz­kamm). Lesens­wert sind auch die Kommentare.