Multilingual awareness as key factor in multilingual learning and teaching

Abstract In research on third language acquisition and multilingualism metalinguistic awareness has been discussed in a number of studies as a cognitive advantage. The domains of the multilingual system in which metalinguistic ability and awareness play a crucial role are linguistic development in general, the development of cognitive, metacognitive and information-processing abilities and literacy skills. In the Dynamic Model of Multilingualism (DMM), which applies Complexity and Dynamic Systems Theory (CDST) to multilingualism, it is argued that multilinguals develop increased knowledge of languages and language learning through experience. DMM tenets include concepts such as complexity, interdependence of levels and factors and emergency, with a special emphasis on multilingual awareness as a key component of multilingual learning. These basic concepts are linked to holistic multilingual approaches in language education that reflect DMM-related findings from research on metalinguistic and crosslinguistic awareness in learners across school levels and differing contexts. In DMM multilingual awareness features as an emergent property and core component of the so-called M(ultilingualism)-Factor, that is multilingual learners develop new, emergent skills and abilities comprising enhanced meta- and cross-linguistic awareness, heightened monitor functions and special language learning, management and maintenance skills as a function of their multilingualism.