Concept An interlanguage is an emerging linguistic system that has been developed by a learner of a second language (or L2) who

has not become fully proficient yet but is approximating the target language: preserving some features of their first language (or L1), or overgeneralizing target language rules in speaking or writing the target language and creating innovations. An interlanguage is idiosyncratically based on the learners' experiences with the L2. It can fossilize, or cease developing, in any of its developmental stages. The interlanguage rules are claimed to be shaped by several factors, including: L1 transfer, transfer of training, strategies of L2 learning (e.g. simplification), strategies of L2 communication (or communication strategies like circumlocution), and overgeneralization of the target language patterns. Important Points Interlanguage is based on the theory that there is a "psychological structure latent in the brain" which is activated when one attempts to learn a second language. Interlanguage theory is usually credited to Larry Selinker but others such as Uriel Weinreich have claimed to have formulated the basic concept before Selinker's 1972 paper. Selinker noted that in a given situation the utterances produced by the learner are different from those native speakers would produce had they attempted to convey the same meaning. This comparison reveals a separate linguistic system. This system can be observed when studying the utterances of the learner who attempts to produce meaning in using the target language; it is not seen when that same learner does formfocused tasks, such as oral drills in a classroom. Interlanguage can be observed to be variable across different contexts; for example, it may be more accurate, complex and fluent in one discourse domain than in another (Tarone, 1979; Selinker & Douglas, 1985). The concept of interlanguage is closely related to other types of language, especially pidgins and creoles. Each of these languages has its own grammar and phonology. The difference is mostly one of variability, as a learner's interlanguage changes frequently as they become more proficient in the language. In addition, pidgins and creoles have many speakers and are developed as a group process. An interlanguage, on the other hand, is something that has only one speaker, the learner. Conclusion Interlanguage isnt only useful in helping the learner acquire L2 linguistic competency but is also central to achieving cultural sensitivity. In order to develop both of those aspects of L2 learning students need to communicate with L1 and speakers.