When humans learn languages, are they also learning how to create shared meaning? In The Usage-based Study of Language Learning and Multilingualism, a cadre of international experts say yes and offer cutting-edge research in usage-based linguistics to explore how language acquisition, in particular multilingual language acquisition, works. Each chapter presents an original study that supports the view that language learning is initiated through local and meaningful communication with others. Over an accumulated history of such usage, people gradually create more abstract, interactive schematic representations, or a mental grammar. This process of acquiring language is the same for infants and adults and across varied contexts, such as the family, the classroom, the laboratory, a hospital, or a public encounter. Employing diverse methodologies to study this process, the contributors here work with target languages, including Cantonese, English, French, French Sign Language, German, Hebrew, Malay, Mandarin, Spanish, and Swedish, and offer a much-needed exploration of this growing area of linguistic research.

Contributions by: Michel Achard, Pauline Beaupoil-Hourdel, Marion Blondel, Dominique Boutet, Gilad Brandes, Monica Ekiert, Maryia Fedzechkina, Kimberly Geeslin, T. Florian Jaeger, Ursula Kania, Sol Lago, Marvin Lam, Fenfen Le, Sarah Lee, Bret Linford, Graham Lock, Avizia Y. Long, Maisa Martin, Silvia Marijuan, Christian Matthiessen M.I.M., Aliyah Morgenstern, Elissa L. Newport, Jack Pun, Dorit Ravid, Cristina Sanz, Diana Slade, Megan Solon, Taina Tammelin-Laine, Amy S. Thompson, Stefanie Wulff, Helen Zhao, Lourdes Ortega, Andrea E. Tyler