The document discusses the concept of multicompetence proposed by Cook in 1992 and 2009. Multicompetence refers to the co-existence of more than one language in the human brain, as opposed to separate language systems. It represents the state of having two grammars, versus monocompetence of having one grammar. Main questions are whether multicompetence is a different mental state and whether it is simply adding a defective L1 competence, or if languages form a supersystem in the multilingual mind. The concept suggests languages are always subject to change and influence each other bidirectionally rather than being isolated systems.

1. Multicompetence
Cook, 1992; 2009

2. Multicompetence?
 the coexistence of more than one
language in the human brain
 the opposite of the idea of separate
language systems

3. Multicompetence
 the compound state of mind with two
grammars
VS.
 Monocompetence (the state of the
mind with only one grammar)

4. Cook 1992
MAIN QUESTIONS:
1. Is multicompetence a different state
of mind from monocompetence?
2. Is multicompetence simply adding an
L1 competence, albeit defective?

5. Cook 1992
IN OTHER WORDS …
 Are languages known by an individual
separate entities in the brain or are
they part of a supersystem?

6. Implications of
multicompetence
 a multicompetence perspective allow
for languages to be viewed as part of
a larger system rather than as
separate entities in a learner’s mind.

7. Implications of
multicompetence
 the introduction of the
multicompetence concept changed the
way in which crosslinguistic influence
was viewed: transfer became
multidirectional

8. Supersystem?
 since the first language or languages
are in the same mind, they must form
a language supersystem at some level
other than be completely isolated
systems (Cook, 2003)

9. Supersystem?
 reaction to Selinker’s (1972) notion of
Interlanguage that distinguishes a
system of stages in-between the first
and second language. (as per
Rothman et. al, 2011)

10. Further claims:
 languages in the multilingual mind are
connected in a larger supersystem
whereby changes in one language will
automatically have an impact on the
other existing languages.

11. That is:
 a language that has been acquired is
not viewed as a stable system in
which knowledge, once stored, is
invulnerable to change

12. Clyne 2003
 multicompetence implies that
languages are always subject to
change and this change is influenced
in great part, by sociolinguistic as well
as psycholinguistic factors.

13. Language Attrition
 clear evidence that languages (native
or non native) show signs of decline
when they are not used.

14. Furthermore
 since languages are assumed as
being in constant change, the idea of
‘end-state’ becomes irrelevant
(Rothman et. al, 2011)

15. And …
 the notion of multicompetence might
prove explanatory for researchers of
all paradigms, as its core tenets are
compatible with virtually any existing
theory of acquisition
◦ can account for individual variation and
unexpected development patterns
(Rothman et. al. 2011)