English L3 acquisition in heritage contexts: Modelling a path through the bilingualism controversy

Abstract The current study adds to research investigating the influence of bilingualism on third language (L3) acquisition, more specifically assumption that two previously acquired languages enhance acquisition an additional language. We here rely data from 1,409 bilingual (Russian-/Turkish-German) and monolingual (German) students grades seven nine, sampled in schools across Germany. relevant literature yields mixed controversial results regarding advantages, yet it also suggests L3 is a multidimensional process potentially affected by various linguistic extra-linguistic factors. Thus, we examine relationship between English proficiency (L2 or L3), reading comprehension German heritage Turkish Russian along with cognitive ability socio-economic status using several multi-group path analyses, type structural equation modelling. proposed model can be successfully fitted for all participants investigated, i.e. both learners, exception Turkish-German group when analyzed separately. Overall, do not suggest any obvious facilitation effects general differences learner groups, minor groups componential relationships are detected.