A DST Model of Multilingualism and the Role of Metalinguistic Awareness

Abstract

This paper suggests that a dynamic systems theory (DST) provides an adequate conceptual metaphor for discussing multilingual development. Multilingual acquisition is a nonlinear and complex dynamic process depending on a number of interacting factors. Variability plays a crucial role in the multilingual system as it changes over time (Herdina & Jessner, 2002). A number of studies on multilingualism have shown that there are qualitative differences between second and third language learning and that these can be related to an increased level of metalinguistic awareness. From a DST-perspective, metalinguistic knowledge and awareness of this knowledge play a crucial role in the development of individual multilingualism.Language development is a complex and dynamic process. Although this statement can be regarded as common knowledge for many researchers in the field of applied linguistics, most studies on language acquisition are nevertheless still placed within a theoretical framework working with static or linear presuppositions. With an increase in the number of languages involved in multilingual development, the dynamics, that is, the changes and the complexity of language learning, become even more evident. Consequently, a number of researchers have argued that language development only can be adequately researched by applying a multilingual norm to linguistic research; in other words, it is only by investigating multilingual development that we can evaluate language development (e.g.

Development of Complexity, Accuracy, and Fluency in High School Students’ Written Foreign Language Production

“…Thus, CAF constructs were integratively and interactively correlated with each other in the participants' L3 writing over time, much in the same way that Yang and Sun (2015) reported about their participant's writing over time. This growth is also consistent with Jessner's model of multilingual development (Jessner, 2008) according to which multilingual learners' L3 undergoes constant increase. Jessner's model also accounts for the backsliding of proficiency in L2 French particularly in terms of fluency which was characterized by a steep decrease starting from semester two.…”

“…Jessner's model also accounts for the backsliding of proficiency in L2 French particularly in terms of fluency which was characterized by a steep decrease starting from semester two. According to Jessner (2008), the persistent growth of L3 occurs in sharp contrast to the decline of L2, resulting in a gradual attrition or loss of L2.…”

“…A review of the literature shows that research into language acquisition has almost exclusively been concentrating on L1 and L2 development. Research into L3 development is still a "very young" field and little has been done to observe L3 development (Jessner, 2008). There is also a scarcity of studies which holistically take into account learners' L2 and L3 development (see Kobayashi & Rinnert, 2013).…”

The motivational effects of crosslinguistic awareness: developing third language pedagogies to address the negative impact of the L2 on the L3 self-concept

“…As a range of studies have demonstrated (e.g. Brophy, 2001;Munoz, 2000;Lasagabaster, 1998;Ringbom, 1987;Thomas, 1998), the positive effects of bilingualism on third language acquisition are attributed to multilingual learners' development of metalinguistic and crosslinguistic awareness (Cenoz, 2003;Jessner, 2006Jessner, , 2008a.…”

The effect of out-of-school media contact on language attitudes in multilingual adolescents: a complex psychosociolinguistic system

“…Moreover, a lot of research in the field seems to have been suffering from a sort of Chomskian hangover, considering language acquisition to be a static, linear phenomenon which is independent from other factors. To date, the dynamism and complexity of multilingualism has been explored from a psycholinguistic perspective (Cenoz, 2000;Herdina & Jessner, 2002;Jessner, 2006Jessner, , 2008bJessner, , 2013 but sociolinguistic research of the same area is in need of additional development (Cenoz, 2013). Furthermore, language attitudes studies which extend beyond Second Language Acquisition (henceforth: SLA) and bilingualism still tend to treat languages separately and maintain a monolingual perspective; holistic approaches to language attitudes are very scarce (Lasagabaster & Safont-Jordà, 2008;Portolés, 2014).…”