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The Role of Metalinguistic Awareness in Multilingual Learning and Teaching

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If you have a question about this talk, please contact Yongcan Liu , yl258.

Refreshments available from 4.30pm

In research on third language acquisition and multilingualism metalinguistic awareness has been discussed in a number of studies on metalinguistic awareness as a cognitive advantage. In the Dynamic Model of Multilingualism (Herdina & Jessner 2002) it features as an emergent property and core component of the so-called M(ultilingualism)Factor, that is in contrast to bi and monolingual learners multilingual learners develop new, emergent skills and abilities comprising enhanced meta- and cross-linguistic awareness, heightened monitor functions and special language learning, language management and language maintenance skills as a function of their multilingualism. In a number of studies of the DyME (Dynamics of Multilingualism with English) – group at Innsbruck University the role of multilingual awareness in a variety of language learning scenarios ranging from kindergarten to secondary schools in Austria and Italy (South Tyrol) has been focused on. It has been evidenced that language experience matters in both multilingual learning and teaching.

ULRIKE JESSNER is Professor at the University of Innsbruck (Austria) and the University of Pannonia, Veszprem (Hungary) where she acts as Founding Member of the International Doctoral School of Multilingualism. She has published widely in the field of multilingualism with a special focus on the acquisition of English in multilingual contexts. She has been engaged in the development of the research area of third language acquisition/multilingualism as a Founding Member and President of the International Association of Multilingualism.

This talk is part of the Second Language Education Group series.

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