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On Multilingual Awareness or Why the Multilingual Learner is a Specific Language Learner

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Essential Topics in Applied Linguistics and Multilingualism

Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

Since interest in research on multilingualism has steadily increased over the last 15 years metalinguistic awareness has been identified as one of the key factors of language learning, in particular in third language learning. Metalinguistic awareness has been studied in disciplines such as language pedagogy, developmental psychology and linguistics. In applied linguistics in the Dynamic Model of Multilingualism (Herdina and Jessner 2002) it has been identified as the most crucial component of the M(ultilingualism)-Factor which is an emergent property of the multilingual system. Hence multilingual awareness can change in dependence on the changing system. Two school context studies at Innsbruck University have focused on the development of multilingual awareness and it was shown that multilingual awareness plays a crucial role in multilingual learning both in primary school children and in older pupils.

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Authors and Affiliations

  1. University of Innsbruck, Innsbruck, Austria

    Ulrike Jessner

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  1. Ulrike Jessner
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Correspondence to Ulrike Jessner .

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Editors and Affiliations

  1. Faculty of Pedagogy and Fine Arts Dept. of English Studies, Adam Mickiewicz University, Kalisz, Wielkopolskie, Poland

    Mirosław Pawlak

  2. Graduate Studies Faculty, Oranim Academic College of Education, Tivon, Israel

    Larissa Aronin

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Jessner, U. (2014). On Multilingual Awareness or Why the Multilingual Learner is a Specific Language Learner. In: Pawlak, M., Aronin, L. (eds) Essential Topics in Applied Linguistics and Multilingualism. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-01414-2_10

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