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Conceptualizing and testing multilingual awareness in multilingual educational contexts

ORCiD logo with link | Free University of Bozen-Bolzano | Leopold-Franzens-University of Innsbruck
 | Free University of Bozen-Bolzano | Leopold-Franzens-University of Innsbruck
 | Leopold-Franzens-University of Innsbruck
Published online: 22 April 2025
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https://doi.org/10.1075/pl.24012.spe
Abstract
Research has demonstrated that beneficial effects of multiple language learning can be attributed to the learners’ development of metalinguistic awareness. This intriguing interrelationship is further enhanced by cross-linguistic awareness, which is reflected in the learners’ awareness of connections between languages. Both features have been identified to emerge from the constant interaction of different language systems in the mind and can be collectively referred to as multilingual awareness. However, the dynamicity as well as the complexity of the construct do not make operationalization a simple matter. A central concern of this paper is therefore to shed light on the advancing understanding of meta- and multilingual awareness and how these key features have been operationalized over time. Additionally, it discusses the implications and challenges this poses for test designs in today’s multilingual educational contexts. Building on insights from our research, we present possible quantitative and qualitative approaches for measuring multilingual awareness among young learners and young adult learners and conclude with some implications for future research.
Article outline
  • 1.Introduction
  • 2.Conceptualizing metalinguistic awareness
  • 3.Operationalizing meta- and multilingual awareness — an overview
    • 3.1Instruments with a focus on testing the capacity to use ‘knowledge about language(s)’
    • 3.2Approaches for integrating a cross-linguistic perspective
  • 4.Instruments for measuring Multilingual Awareness: examples from multilingual contexts
    • The multilingual region of South Tyrol and its education system
    • The multilingual context in Vorarlberg
      • 4.1Young learners: The MCT
    • Aims
    • Design
    • Scoring
    • Examples
    • Disambiguating MLA tasks
      • 4.2Adolescent learners
    • Aims
    • Design of Tests and scoring
    • Excerpts from the Tests
    • Aims and procedures — qualitative approach
    • Qualitative data analysis
    • Excerpt — strategic decoding processes
      • 4.3Testing Multilingual Awareness in Young Adults — an intervention study
    • Background
    • Aims and procedures of the study
    • Selected test items and tasks
    • Example 1: MeLA — Grammatical Awareness Task
    • Example 2: MeLA/XLA (word recognition, orthography)
    • Example 3: Crosslinguistic Awareness combined with World Knowledge
    • Example 4: MLA as language management and language learning awareness
    • Findings
  • 5.Conclusions
  • Notes
  • References
References (59)
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