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2GeorgeTeacher you know I know English.3Ms VivianThat is great, well then tell me in English how much five and four is.4GeorgeEight.5Ms VivianNo five and four is.6GeorgeNine. 5.1.1 George's language use at home George's parents have spoken Spanish with George and his brother at home, both when they lived in Mallorca and since their arrival in Luxembourg in 2016. 5.2.2 Language policy in the preschool During our longitudinal engagement in the bilingual preschool, the researchers found that the dominant language model of the two teachers consisted of dual language input. 5.1.3 Characteristics of George's agentic behaviour From the moment of his enrolment in the new school, George demonstrated his willingness to communicate with the teacher and his peers, participated in the planned activities and showed interest in learning Luxembourgish and other languages. Keywords: child's agentic behaviour; multilingual context; novel language learning; preschool education EN child's agentic behaviour multilingual context novel language learning preschool education 819 841 23 09/13/22 20220901 NES 220901 1 Introduction In our globalised world, most young children grow up bilingually or multilingually in a multilingual environment. [Extracted from the article]

Accumulated recent research suggests that prior knowledge of multiple languages leads to advantages in learning additional languages. In the current article, we review studies examining potential differences between monolingual and multilingual speakers in novel language learning in an effort to uncover the cognitive mechanisms that underlie such differences. We examine the multilingual advantage in children and adults, across a wide array of languages and learner populations. The majority of this literature focused on vocabulary learning, but studies that address phonology, grammar, and literacy learning are also discussed to provide a comprehensive picture of the way in which multilingualism affects novel language learning. Our synthesis indicates two avenues to the multilingual advantage including direct transfer of prior knowledge and prior skills as well as indirect influences that result from multilingual background and include more general changes to the cognitive-linguistic system. Finally, we highlight topics that are in need of future systematic research. [ABSTRACT FROM AUTHOR]