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An account of code-switching should be a direct consequence of an understanding of representation and processing in the individual mind, rather than a separate domain of its own. In the absence of such an account, most studies have developed hypotheses strictly within a specific research domain. This paper seeks to apply to code-switching a reasonably well-developed account of the multilingual mind, the MOGUL framework, within which more specific accounts can be developed. After briefly summarizing the framework, we describe representation and processing as realized in MOGUL, focusing on aspects having particular relevance to code-switching, including social factors involved in switching but as seen in terms of their place in a cognitive system. We then show how a promising approach to code-switching can be derived from this general framework. Some specific examples of code-switching are analyzed, though the primary goal is to show the merits of a broader perspective. [ABSTRACT FROM AUTHOR]

In this article, the editor discusses miscellaneous topics related to the journal "Second Language Research." Topics discussed include departure of the editor at the beginning of 2015; development of the journal which was founded in 1985; history of the journal which was started by Albert Valdman of the Indiana University; and topics of the first issue such as interlanguage and contrastive generative grammar; and elicitation, lateralization and error analysis.

For some time second language acquisition researchers have been interested in the idea that various systematic characteristics of a target language can be highlighted in such a way as to facilitate learning. However, apart from persistent methodological obstacles, research has been handicapped by the lack of a theoretical framework of sufficient power to analyse and explain the effects of such 'input enhancement'. The advantages of such a framework are discussed here with particular reference to the Modular Online Growth and Use of Language framework (Truscott and Sharwood Smith 2004). The discussion covers the difficulties encountered by researchers trying to identify the processes that take place within the learner when given aspects of speech and writing are somehow converted into new knowledge. The basics of the framework are discussed and applied to concepts familiar from the second language acquisition literature also making reference to some established language teaching approaches and techniques. [ABSTRACT FROM AUTHOR]

The investigation and discussion of metalinguistic ability requires a firm theoretical foundation if it is to contribute to a proper account of its role in L1 and L2 performance. A framework for elaborating more rigorous accounts of this and other major issues of language acquisition and performance will be presented here as a prerequisite to discussing the role of metalinguistic knowledge. In this framework, language performance is seen as involving two parallel language systems, one subserved by systems largely controlled by the principles of Universal Grammar (UG), the other, a metagrammar, existing outside the UG-controlled zone. To all intents and purposes they are quite divorced from one another but somehow have to act in concert to serve the various aims of the speaker. [ABSTRACT FROM AUTHOR]

Editorial. Presents an article describing the history of the 'Interlanguage Studies Bulletin, Utrecht.' Founders of the periodical; Development of the undergraduate program in second languange acquisition studies at Utrecht University in the Netherlands; Model used for the periodical.