This research proposal is a "non-oriented knowledge-generation" project - led by the University of Navarra - aimed at systematically investigating how the interplay of different factors contributes to second language acquisition (SLA) among young learners in school settings. The primary objective of the project is to expand scientific understanding in the field of linguistics, particularly within the subarea of SLA, and to offer deeper insights into the complexities of language learning among young populations in educational contexts, which remain relatively unexplored. In this context, the IWM acts primarily as an advisory partner.

The project will also provide useful guidance to teachers and educational authorities on how to implement effective language programs, improve or eliminate ineffective practices, and set realistic expectations regarding student outcomes. The core of the research focuses on exploring the interplay of factors affecting language acquisition among young learners. Thanks to an agreement signed with the Department of Education of the Government of Navarre, data will be collected from a large sample of students in primary and secondary schools in Navarre, a region characterized by linguistic diversity and a variety of educational programs that integrate teaching in Spanish, Basque, and English. The participants will be from the final stages of primary school (aged 10-12) and secondary school (aged 14-16), representing crucial transition points in language development and ensuring a representative sample of the region's educational landscape.

The project's distinctive feature is its comprehensive approach. It will evaluate all four language skills speaking, reading, writing, and listening in three languages (Spanish, Basque, and English), in primary and secondary school, and consider the specificity of learners with HLs. The project will analyze the conjoint impact of several key factors known to influence language acquisition, including the intensity of exposure both inside (immersion, CLIL, and non-CLIL) and outside (extramural exposure) school, cognitive, gender, motivation and socioeconomic status (SES). While these factors have been shown to impact language learning, their combined effects in school settings remain understudied. Thus, this research is timely and justified as it aims to address gaps in current SLA research, evaluate the impact of existing language programs, and offer evidence-based recommendations for refining these programs. Academically, this initiative goes beyond expanding existing SLA knowledge. It explores novel areas such as the influence of extramural exposure to regional languages (Basque) and examines how cognitive factors, gender, and exposure intensity interact both within and outside the school environment. Through this comprehensive approach, the project aims to offer a more nuanced understanding of language acquisition, which could directly inform educational practices.

In summary, this research proposal aims to make a significant contribution to the field of SLA by examining the complex interplay of factors affecting language acquisition among young learners in school settings. By addressing understudied areas and offering empirical insights into multilingual education programs, this project promises to enhance our understanding of language learning processes and provide evidence-based recommendations for educational practice.