Prior language experience can significantly affect how quickly and effectively someone learns Spanish. People who already speak one or more languages, especially those related to Spanish like other Romance languages (e.g., Italian, French, Portuguese), tend to learn Spanish faster due to shared vocabulary, grammar structures, and phonetic similarities, a phenomenon known as language transfer or interlinguistic influence. This prior experience can provide cognitive and linguistic frameworks that facilitate comprehension and production in Spanish.
Additionally, bilingual or multilingual learners often have enhanced metalinguistic skills, meaning they are better at recognizing language patterns and switching between languages, which can speed up learning Spanish. Prior exposure to language learning strategies and experience with sound perception in other languages also improves retention and understanding when learning Spanish.
However, the degree of benefit from prior language experience depends on the similarity between languages, the proficiency level in other languages, and individual differences in language learning aptitude. For example, heritage speakers of Spanish or those with early exposure often show advantages in certain aspects of Spanish grammar and vocabulary compared to second language learners starting later in life.
In summary, prior language experience generally accelerates Spanish learning by providing linguistic, cognitive, and strategic advantages, but the extent varies based on similarity and proficiency in known languages as well as the nature of the prior language exposure. 1, 2, 3, 4, 5, 6
References
-
Third language acquisition: Additive and substractive multilingualism
-
La influencia interlingüística en el aprendizaje de español como tercera lengua de aprendices brasileños
-
Prior Experience and Student Satisfaction with E-Tandem Language Learning of Spanish and English
-
Language Experience Affects Comprehension of Spanish Passive Clauses: A Study of Heritage Speakers and Second Language Learners
-
Relative language exposure, processing efficiency and vocabulary in Spanish–English bilingual toddlers*
-
Foreign language comprehension achievement: insights from the cognate facilitation effect
-
Investigating the effects of Rater’s Second Language Learning Background and Familiarity with Test-Taker’s First Language on Speaking Test Scores
-
Can Intensive Exposure to Foreign Language Sounds Affect the Perception of Native Sounds?
-
Bilingual language experience and code-switching acceptability judgments: A constructive replication of the work by Stadthagen-González et al. (2019), Balam et al. (2020), and Stadthagen-González et al. (2018)
-
The Effect of Communication Language Anxiety and Prior Learning Experience on Speaking Challenges and Strategies
-
Production benefits on encoding are modulated by language experience: Less experience may help
-
the Learning Spanish language and culture
-
Effect of language learning strategies on vocabulary development in CLIL
-
Off to a good start: Early Spanish-language processing efficiency supports Spanish- and English-language outcomes at 4 ½ years in sequential bilinguals.
-
Influences of the Home Language and Literacy Environment on Spanish and English Vocabulary Growth among Dual Language Learners.
-
Family Environment, Heritage Language Profiles, and Socioemotional Well-being of Mexican-origin Adolescents with First Generation Immigrant Parents
-
Language structure, attitudes, and learning from ambient exposure: Lexical and phonotactic knowledge of Spanish among non-Spanish-speaking Californians and Texans
-
The role of age of acquisition and language usage in early, high‐proficient bilinguals: An fMRI study during verbal fluency
-
Contributions of bilingual home environment and language proficiency on children’s Spanish-English reading outcomes.
-
Longitudinal evidence for simultaneous bilingual language development with shifting language dominance, and how to explain it.
-
Minimal second language exposure, SES, and early word comprehension: New evidence from a direct assessment
-
Relations Among the Home Language and Literacy Environment and Children’s Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers
-
Minimal second language exposure, SES, and early word comprehension: New evidence from a direct assessment
-
Home Literacy Experiences and Their Relationship to Bilingual Preschoolers’ Developing English Literacy Abilities: An Initial Investigation.
-
Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind.
-
Factors predicting secondary school language course enrollment and performance among U.S. heritage speakers of Spanish