Mehrsprachigkeit und Sprachbewusstheit – empirische Befunde und Unterrichtskonzepte

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

“…The subfield of MLA has been the subject of much discussion among both linguists and psychologists, owing to its intricate connection with cognition (Gombert, 1992), consciousness (Schmidt, 1995), the learning-acquisition debate (Bialystok, 1981a(Bialystok, , 1981bKrashen, 1982), and questions of implicit and explicit knowledge and learning (Ellis & Roever, 2018;Paradis, 2004). Bialystok (1991) argued from a psycholinguistic perspective that metalinguistic ability can be categorized along dimensions of analysis of linguistic knowledge and control of linguistic processing, stating that these components form "the metalinguistic dimensions of language proficiency" (p. 135), and Wildemann et al (2016) made use of a somewhat similar continuum from spontaneous to analytical metalinguistic acts. Both of these models thus conceive MLA to encompass both the analytical, abstract engagement with language, and a more practical, proficiency-related engagement.…”

“…MLA covers a range of metalinguistic practices, all characterized by focusing on language at a metalevel, that is, taking linguistic form and/or meaning as its object. This includes metalanguage, metalinguistic reflection, explicit metalinguistic knowledge, and metalinguistic analysis (Bialystok, 1986;Gombert, 1992;Krogager Andersen, 2020;Wildemann et al, 2016). This dimension draws on the cognitive aspect of LA as defined by James and Garrett (1992) and MLA as investigated by Bialystok (2009Bialystok ( , 2011Bialystok ( , 2018 and Jessner and Allgäuer-Hackl (2020), among others.…”

German Language Acquisition of Ukrainian Refugees in the Context of Intercultural Communication and Integration Potential

“…The proposed provisions were extrapolated and adapted to the realities and needs of domestic methodological science and provided for such components that were consistent with the position of the Council of Europe, but somewhat expanded the toolkit proposed by it. Thus, in accordance with the requirements of the actual curriculum, the formation of the following competencies in students was foreseen: 1) speech and linguistic, 2) sociocultural and sociolinguistic, 3) discursive and 4) strategic [2,4]. If the linguistic and pragmatic aspects are separated and the focus is concentrated on the fact that mastering a language is inextricably linked with the culture of the respective country, we can see that one of the key features was the inclusion of the sociocultural dimension in the structure of foreign language communicative competence.…”

Warum lebensweltlich deutschsprachige Schülerinnen und Schüler von einem sprachenintegrativen Deutschunterricht profitieren – empirische Erkenntnisse

“…Diese Annahmen wurden jedoch bislang nicht empirisch belegt (vgl. auch Bien-Miller und Wildemann 2020; Wildemann et al 2020a). Im anglo-amerikanischen Diskurs wird die Frage nach der Wirksamkeit expliziter Sprachthematisierung im Kontext der Diskussion über die Durchlässigkeit der expliziten und impliziten Wissensformen beim gesteuerten Fremdspracherwerb diskutiert (Ellis 2008).…”