Executive Summary

 Metalinguistic interactions in multilingual settings of learning as a predictor for language awareness and their relevance for linguistic learning in the German language, foreign languages and heritage languages classroom.


In line with the project, possible relations between language skills and awareness of language are examined. For that purpose, speech profiles of mono- and plurilingual lingual (with Turkish and Russian as their heritage language) primary school pupils are collected. The pupils will then receive multilingual stories. Finally, the metalinguistic negotiations made during this reception will be compared to their speech profiles. The objectives are to examine to what extent a recourse to the heritage language, second or another foreign language will be carried out and whether such recourse can be useful to the development of awareness of language. Frequency and type of the metalinguistic comment serve as indicators of an emergent awareness of language. The results of the study provide information on plurilingual learner’s actual utilization of linguistic resources in the context of acquiring multilingual capacity. They also offer implications for didactic instructions for the use of multilingual instruction materials in the context of metacommunicative tasks during lessons in German, foreign languages and heritage languages in prime schools. Additionally they indicate an integrative style of language teaching.


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