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For over 15 years now, various commentators have highlighted the ‘monolingual bias’ inherent in SLA and TESOL research, which invariably constructs bi/multilingualism in deficit terms. In contrast, these critics have advocated an additive bilingual approach to SLA and TESOL, albeit, not as yet to any great effect.In this paper, I explore why so little progress has been made in this area with respect...
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