Moments That Matter: Reflections on Researching Language Awareness With Young Children

ABSTRACT Over the past decade, research on additional language (AL) learning in pre‐primary education has increased considerably. For instance, a recent review by Nikolov and Mihaljević Djigunović (2023) examined 74 studies across 25 countries, highlighting the need for high‐quality research with young learners to inform educational policies and curricula. A particular point of criticism has been that many studies utilize methods and approaches derived from adult second language acquisition research, which is often misaligned with children's cognitive and socio‐emotional development. Thus, scholars have advocated for child‐centered, interdisciplinary approaches that are better aligned with the needs of young children. Within this broader discussion, research on language awareness has become especially relevant, as it addresses how young learners notice, reflect on, and engage with language and linguistic diversity—aspects that are conducive to AL learning and the development of positive attitudes toward languages and intercultural communication. This paper discusses practical challenges and insights from our own classroom‐based research on AL learning and language awareness with three‐ to six‐year‐old children in Portugal and the United States, aiming to aid future studies by emphasizing flexibility and embracing uncertainties inherent in research with young children.