Multilingual awareness and metacognition in multilingually diverse classrooms

Ulrike Jessner · Elisabeth Allgäuer‐Hackl

29 citations0/0 files storedJournal of Multilingual Theories and Practices

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

Research interest in multilingual development and multilingual awareness (MLA) has been growing over the last years, and MLA has been defined as a key component of multilingual learning and multiple language use. The first part of the article focuses on the development of MLA in learners as a subcomponent of metacognition and a key factor of emergent properties in multilinguals as presented from a dynamic systems and complexity theory perspective in the Dynamic Model of Multilingualism (DMM) (Herdina and Jessner, 2002). The second part describes a DMM-based language teaching and learning approach, the Five Building Blocks of Holistic Language Education/Learning, which visualises the relationship between linguistic and cognitive processes and enables teachers and learners to reflect on language acquisition and use in order to develop MLA.

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References

2000Language, Power and Pedagogy 2000Language, Power And Pedagogy: Bilingual Children in the Crossfire 2013Translanguaging: Language, Bilingualism and Education 2014Language, Bilingualism and Education 2014Critical Language Awareness 2007Third or Additional Language Acquisition 1985The bilingual as a competent but specific speaker‐hearer 1991The poverty-of-the-stimulus argument and multicompetence

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