Conceptualizing and testing multilingual awareness in multilingual educational contexts

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.