The 18th Meeting of Generative Approaches to Second Language Acquisition (GASLA), 16–18 April 2026
Language remains one of the most profound mysteries of human cognition, deeply intertwined with thought, creativity, and what it means to be human. Our remarkable capacity to acquire and use multiple languages across the lifespan offers a unique window into this mystery, while also playing a vital role in cross-cultural communication and understanding.
From 16 to 18 April, around 140 linguists from across the world gathered in Cambridge for the 18th meeting of Generative Approaches to Second Language Acquisition (GASLA). Over three days, participants explored key questions at the heart of language learning: what is shared — and what differs — in acquiring languages as diverse as English, Turkish, Thai, Arabic, and Manoki, an endangered Amazonian language spoken in Brazil? How does bilingualism from birth compare to learning additional languages later in life? What can linguistic theory and empirical research contribute to the foreign language classroom? And how can research support heritage and migrant languages, as well as efforts to revitalise endangered languages worldwide?
The conference also highlighted the growing role of data science methods in analysing rich learner-language datasets, opening new avenues for understanding how languages are acquired.
The event was organised by Dora Alexopoulou and Ianthi Tsimpli (Department of Theoretical and Applied Linguistics, MMLL) and Lucy Zhao (Faculty of Asian and Middle Eastern Studies). It was opened by Professor Charles Forsdick, Co-Chair of the Faculty of Modern and Medieval Languages and Linguistics, who welcomed delegates and emphasised the importance of collaboration across disciplines in advancing our understanding of language — a fundamental human capacity. In her opening remarks, Professor Tsimpli, Chair of English and Applied Linguistics, highlighted the distinctive contribution of generative theory and the importance of connecting theoretical insights with empirical research and real-world language learning contexts.