Developing language awareness activities in the context of plurilingual education: two didactic models for language teaching practice

Unfolding language awareness in a plurilingual context: A study of metalinguistic, practical, and critical language awareness

“…CLA is defined in accordance with van Lier (2004) as any practice involving a critical perspective on language and language use, focusing primarily on social or ideological dimensions. It may be manifested in the classroom “by examining, discussing or being critical of the relationship between language and power, linguistic norms, or language ideologies” and expressed both formally and informally (Daryai‐Hansen et al., 2022).…”

“…In the PE‐LAL project, we use the concept manifestations of LA, including the three dimensions: MLA, PLA, and CLA, defined in the following sections in accordance with Daryai‐Hansen et al. (2022). The term “manifestation” is used to denote an observable aspect of LA, expressed in the classroom by students’ discourse or other practices.…”

“…This dimension is very important in the GLA context, since the GLA course traditionally focuses on explicit grammatical knowledge, metalinguistic terminology, and syntactical analysis, which are all forms of MLA. However, in the PE‐LAL project, we consider it important also to include less obvious manifestations of MLA expressed without formal academic metalanguage but using everyday language, drawings, or, in some cases, even body language (Daryai‐Hansen et al., 2022).…”

“…101−102) and, according to Clark and Ivanic (1997), CLA pedagogy is about making students aware of linguistic positionings and how to negotiate one's place in the world. Such perspectives can be deemed relevant to any student in this digital age, irrespective of their linguistic background, which is why we include it in the PE‐LAL model of LA (Daryai‐Hansen et al., 2022). Figure 1 depicts how these three dimensions of LA may all take as their object any part of language (e.g., see Daryai‐Hansen et al., 2019; Gombert, 1992).…”

“…Drawing on the overarching design of the multiple case study (Daryai‐Hansen et al., 2022), six focal students were selected to represent the linguistic, academic, and gender diversity in the classroom (see Table 2). The selection of focal students ensured that the data collected in each module included a varied representation of students.…”