Theorising the EFL Learner—A Bilingual Perspective

  • Olga Majchrzak
Part of the Second Language Learning and Teaching book series (SLLT)


Chapter 1 gives an insight into the concept of an EFL learner from a bilingual perspective. It is advocated that an advanced EFL learner can successfully be called a bilingual, as he is able to communicate in the two languages successfully, both in speaking and writing. The chapter aims at characterizing a bilingual, discussing factors such as cognitive abilities, mental representations, experiencing and expressing emotions, as well as the complex and changing identity. It is postulated that a bilingual should not be viewed as possessing “two languages in one mind”, but rather from the multicompetence perspective, which advocates perceiving the bilingual language system as complex and dynamic. Besides the above, the chapter raises issues related to bilingualism, namely code-switching, translanguaging, and English as a lingua franca. The discussion of the place of bilingualism in the school context closes this chapter.


Bilingualism Multilingualism Multicompetence Code-switching Translanguaging English as a lingua franca Bilingualism and the school context 

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Olga Majchrzak
    • 1
  1. 1.University of Humanities and Economics in LodzŁódźPoland

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