Language as a vehicle or as a resource? Exploring the nature of metalinguistic reflection in plurilingual consciousness-raising tasks

Abstract

ABSTRACT While studies have shown that additional language (Lx) learners build on knowledge of previously acquired languages (Ringbom 2007), the natural interaction between languages is rarely exploited in Lx classrooms. This study explores the nature of metalinguistic reflections and crosslinguistic connections during plurilingual consciousness-raising tasks (PluriL-CRT). Three collaborative PluriL-CRTs targeting specific target language (TL) structures were implemented and recorded in a higher education German Lx classroom in Quebec, Canada. Discussions were analyzed for metalinguistic reflections with or without crosslinguistic connections and for levels of analysis (superficial vs. complex) in terms of Form – Meaning – Use (Larsen-Freeman, D. 2014. “Teaching Grammar.” In Teaching English as a Second or Foreign Language, edited by M. Celce-Murcia, D. Brinton, and M. A. Snow, 4th ed., 256–270. National Geographic Learning). Analyses suggest that when crosslinguistic connections are made, learners engage in qualitatively different levels of analysis depending on the given TL structures and specific language combinations. The framework of analysis detailed in this study is meant to serve future research into the effects of plurilingual classroom practice that involves metalinguistic reflection on Lx development.