PUBLICATIONS

in prep. (under contract)

McKinley, J. and S. E. Pfenninger. (in prep.) Innovations and Challenges in Research Methods in Applied Linguistics.
Routledge.

Werth, A., L. Bülow, M. Schiegg & S. E. Pfenninger. (eds.) (in prep.) Intra-individual Variation in Language. De
Gruyter.

Pfenninger, S. E. and J. Festman. (in prep.) Psycholinguistics.The Routledge Handbook of Psychology of Language
Learning 
(eds. Sarah Mercer and Tammy Gregersen).

Pfenninger, S. E. and D. Singleton. (in prep.) Is there a best age for second language learning? Evidence from
across the lifespan. In E. Macaro and R. Woore (eds.), Debates in Modern Language Education. Routledge.

Bülow, L. & S. E. Pfenninger. (in prep.) Special issue on "Intra-speaker variation across time and space –

Sociolinguistics meets psycholinguistics". Linguistics Vanguard.

 

2019

Pfenninger, S. E. and H. Neuser. (in press). Inferential statistics in data analysis. The Routledge Handbook

of Research Methods in Applied Linguistics (eds. Heath Rose and Jim McKinley).

Pfenninger, S. E. and D. Singleton. (2019). A critical review of research relating to the learning of additional
languages in the third age. Language Teaching 52.4. DOI: https://doi.org/10.1017/S0261444819000235

Pfenninger, S. E. (in press). Age meets multilingualism: Influence of starting age on L3 acquisition across
different learner populations. In C. Bardel and L. Sanchez (eds.), EuroSLA Studies.

Pfenninger, S. E. and D. Singleton. (2019). Making the most of an early L2 starting age. Journal of Language
Teaching for Young Learners
1(2), 111–138.

Pfenninger, S. E. and R. Watts. (in press). English and German in Switzerland. In R. Hickey (ed.), English in the
German-speaking World
. Cambridge: CUP.

 

Book review of: Deshors, Sandra C., Sandra Götz and Samantha Laporte. (2016). Rethinking linguistic creativity
in non-native Englishes. Amsterdam: John Benjamins. In: English World Wide 40(2). 

Singleton, D. and S. E. Pfenninger. (2019).  Exploring a poorly understood variable: An agenda for classroom
research on the age factor. Language Teaching 52(1), 111-127.

Singleton, D. and S. E. Pfenninger. (2019). Bilingualism in midlife. In A. De Houwer and L. Ortega (eds.), The
Cambridge Handbook of Bilingualism
. Cambridge: CUP, 76-100.

Pfenninger, S. E. and D. Singleton. (2019). Starting age overshadowed: The primacy of differential
environmental and family support effects on L2 attainment in an instructional context. Language Learning 69:S1, 
​207–234.

2018 

Pfenninger, S. E. and S. Polz. (2018). Foreign language learning in the third age: A pilot feasibility study on
cognitive, socio-affective and linguistic drivers and benefits in relation to previous bilingualism of the learner. 
Journal of the European Second Language Association (JESLA), 2(1), 1–13.

 

Mattuzzi, M. and S. E. Pfenninger. (2018). The language-cognition-affect interface in young college student
stroke survivors with aphasia. International Journal of Applied Linguistics 28(3), 465-479. doi: 10.1111/ijal.12222

Singleton, D. & S. E. Pfenninger. (2018). L2 acquisition in childhood, adulthood and old age: Misreported
and under-researched dimensions of the age factor. Journal of Second Language Studies 1(2), 254-275.

Singleton, D. and S. E. Pfenninger. (2018). The age debate: A critical overview. In S. Garton and F. Copland (eds.), The Routledge Handbook of Teaching English to Young Learners. Routledge. 

 

Singleton, D. and S. E. Pfenninger (2018). L2 proficiency as a function of cultural identity in interlingual couples.
Theory and Practice of Second Language Acquisition (TAPSLA) 4(1), 7-22.

Kliesch, M., N. Giroud, S. E. Pfenninger and M. Meyer. (2018). Research on second language acquisition in old
adulthood: What we have and what we need. In D. Gabrys-Barker (ed.). Third age learners of foreign languages.
Bristol: Multilingual Matters, 48-76.

 

2017 

 

Pfenninger, S. E. and D. Singleton (2017). The ‘earlier=better’ assumption through the ages: On the origin
and history of a myth in SLA and its pedagogical consequences. In A. Ubermann (ed.), The ambivalence of age:
divergent age effects in different language-learning environments.
Bern: Peter Lang.

 

Pfenninger, S. E. and J. Lendl (2017). Transitional woes: On the impact of L2 input continuity from
primary to secondary school. Special Issue, T. Angelovska (Ed.), “L2 Grammar Acquisition”, Studies in Second
Language Learning and Teaching 
7(3), 443-470.

 

Pfenninger, S. E. (2017). Not so individual after all: An ecological approach to age as an individual difference
variable in a classroom. Special Issue, K. de Bot (Ed.), “Individual differences in SLA”, Studies in Second Language
Learning and Teaching
7(1), 19-46.

 

Pfenninger, S. E. and D. Singleton. (2017). Beyond Age Effects in Instructional L2 Learning: Revisiting the Age
Factor
. Bristol: Multilingual Matters. 

Pfenninger, S. E. and J. Navracsics (eds.). (2017). Future Research Directions for Applied Linguistics
Bristol: Multilingual Matters. 

Pfenninger, S. E. and J. Navracsics (2017). Introduction. In: S. E. Pfenninger and J. Navracsics (eds.). Future
research directions for applied linguistics
(pp. 1-14). Bristol: Multilingual Matters. 

 

Pfenninger, S. E. and J. Navracsics (2017). Concluding Thoughts: A Road Map for Future Research in Applied
Linguistics. In: S. E. Pfenninger and J. Navracsics (eds.). Future research directions for applied linguistics
(pp. 286-292). Bristol: Multilingual Matters. 

 

Hundt, M., S. Mollin and S. E. Pfenninger (eds.). (2017). The Changing English Language: Psycholinguistic
Perspectives 
(Studies in English Language Series). Cambridge: CUP. 

Pfenninger, S. E. and D. Singleton. (2017). Second language acquisition and age effects: The research
conundrum. In K. Cergol Kovačević, Kristina and S. L. Udier (eds). Applied Linguistic Research and Methodology:
Proceedings from the CALS conference 2015
. Frankfurt am Main: Peter Lang. 

 

Hundt, M., S. Mollin and S. E. Pfenninger. (2017). Language history meets psychology. In: The Changing
English  Language: Psycholinguistic Perspectives 
 (pp. 1-18). Cambridge: CUP. 

 

Pfenninger, S. E. and D. Singleton. (2017). Recent advances in quantitative methods in age-related research.
In: S. E. Pfenninger and J. Navracsics (eds.). Future research directions for applied linguistics (pp. 101-119).
Bristol: Multilingual Matters. 

 

 

2016 

 

Eberhard-Moscicka, A. K., L. B. Jost, L. V. Fehlbaum, S. E. Pfenninger, and U. Maurer.  (2016). Temporal
dynamics of early visual word processing - early versus late N1 sensitivity in children and adults. Neuropsychologia 
91, 509-518. doi: 10.1016/j.neuropsychologia.2016.09.014

Book review of: Murphy, V. and M. Evangelou (2016). (eds) Early Childhood Education in English for Speakers of
Other Languages
. London: British Council. In: International Journal of Bilingual Education and Bilingualism.
Published online on 26/8/2016. https://doi.org/10.1080/13670050.2016.1219092

 

Pfenninger, S. E. and D. Singleton. (2016). The age factor in the foreign language class: what do learners think? 
Theory and Practice of Second Language Acquisition (TAPSLA) 2(1), 7-23.

Pfenninger, S. E. and D. Singleton. (2016). Age of onset, socio-affect and cross-linguistic influence: A long-term
classroom study. Vigo International Journal of Applied Linguistics (VIAL) 13, 147-179. 

 

Pfenninger, S. E. and D. Singleton. (2016). Affect trumps age: A person-in-context relational view of age and
motivation in SLA. Second Language Research 32(3), 311–345.

Pfenninger, S. E. (2016). All good things come in threes: Early English learning, CLIL and motivation in Switzerland. 
Cahiers de l‘ILSL 48. Special Issue, Patricia Ronan (ed.). “Perspectives on English in Switzerland”, 119-147. 

 

Singleton, D. and S. E. Pfenninger. (2016). Reporting on politically sensitive issues: The case of telling the truth
about early L2 instruction. In H. Rose and J. McKinley (eds.), Doing Real Research in Applied Linguistics 
(pp. 214-224). London: Routledge. 

 

Pfenninger, S. E. and D. Singleton. (2016). Reading for remembering: On the long-term impact of starting age on
retention and recall of target language input. In D. Galajda, P. Zakrajewski and M. Pawlak (eds.). Researching
second language learning and teaching from a psycholinguistic perspective. Studies in honor of Danuta 
Gabryś-Barker
. Berlin: Springer. 

 

 

2015 

 

Pfenninger, S. E. (2015). MSL in the Digital Age: Effects and effectiveness of computer-mediated intervention

for FL learners with dyslexia. Studies in Second Language Learning and Teaching 5(18), 109–133. 
doi: 10.14746/ssllt.2015.5.1.6. 

 

Singleton, D. and S. E. Pfenninger. (2015). Insights from a mixed methods approach with respect to age and
long-term instructed language learning. In J. Navracsics and Sz. Bátyi (eds.) First and second language:
Interdisciplinary approaches. Studies in Psycholinguistics
6. Budapest: Tinta Könyvkiadó, 11-21. 

 

2014 

 

Pfenninger, S. E. et al. (eds.) (2014). Contact, Variation and Change in the History of English  (Studies in
Language Companion Series). Amsterdam & Philadelphia: John Benjamins. 

Pfenninger, S. E. (2014). The literacy factor in the Optimal Age Debate: A 5-Year Longitudinal Study. 
International Journal of Bilingual Education and Bilingualism. Prepublished November 5, 2014; 
doi: 10.1080/13670050.2014.972334. 

 

Pfenninger, S. E. (2014). The misunderstood variable: Age effects as a function of type of instruction.
Special Issue, D. Singleton (Ed.), “Age and More”, Studies in Second Language Learning and Teaching 
4(3), 529–556. doi: 10.14746/ssllt.2014.4.3.8

 

Pfenninger, S. E. (2014). Taking L3 learning by the horns: Benefits of computer-mediated intervention
for dyslexic school children. Innovation in Language Learning and Teaching. Prepublished September 30, 
2014. doi: 10.1080/17501229.2014.959962. 

 

Pfenninger, S. E. et al. (2014). At the crossroads of language change, variation and contact. In: S. E.
Pfenninger et al. (eds.). Contact, Variation and Change in the History of English  (Studies in Language
Companion Series). Amsterdam & Philadelphia: John Benjamins, 1–8. doi: 10.1075/slcs.159.01pfe 

 

2013 

 

Pfenninger, S. E. (2013). Quadrilingual advantages: Do-support in bilingual vs. multilingual learners. 
International Journal of Multilingualism 11(2), 143–163. doi: 10.1080/14790718.2013.782032. 
 

Pfenninger, S. E. (2013). Þær wæs vs. thâr was: Old English and Old High German existential constructions
with adverbs of place. Evidence from the history of English. In G. Diewald, L. Kahlas-Tarkka, & I. Wischer (eds.), 
Comparative Studies in Early Germanic Languages: With a Focus on Verbal Categories (Studies in
Language Companion Series). Amsterdam: John Benjamins, 263–287. 

 

Pfenninger, S. E. (2013). On acquisition, age and articles in multilingual Switzerland. In J. Mihaljević 
Djigunović, & M. Medved Krajnović (eds.), UZRT 2012: Empirical Studies in English Applied Linguistics.
Zagreb: FF Press, 22–35.  

 

 

2012 

 

Pfenninger, S. E. (2012). On the effectiveness of early implicit classroom learning. Evidence from morphology. 
ELT Research  26, 30–32. 

 

Pfenninger, S. E. (2012). Moving towards an earlier age of onset of L2 learning: A comparative analysis of
motivationin Swiss classrooms. In D. Britain and A. Kern Stähler (eds.). English on the Move: Mobilities in
Literature and Language  
(Swiss Papers in English Literature and Linguistics 27). Tübingen: Narr, 15–30. 

 

 

2011 

 

Pfenninger, S. E. (2011). Age effects on the acquisition of nominal and verbal inflections in an instructed
setting. Studies in Second Language Learning and Teaching  1(3), 401–420. doi: 10.14746/ssllt.2011.1.3.5

 

 

2009 

 

Pfenninger, S. E. (2009). Grammaticalization Paths of English and High German Existential Constructions. 
Bern: Peter Lang. 

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