Multilingual Literacy and Metalinguistic Reflection in Primary School

Abstract

This paper addresses the issue of multilingual classrooms in a context such as South Tyrol (Italy), characterized by both endogenous and exogenous multilingualism, the latter stemming from pupils with international backgrounds. The paper discusses the results of a research study conducted in highly multilingual primary school classrooms, inspired by the concept of ‘Éveil aux langues’, with the goal of fostering metalinguistic awareness.