Students’ perceptions of cross-linguistic transfer of language learning strategies through multilingual education

Investigations have shown the benefits of developing multilingual adult students’ metalinguistic awareness (MLA) and cross-linguistic awareness (XLA) for both language learning and the transfer of language learning strategies. MLA refers to the ability to reflect on and manipulate language structures and rules, while XLA involves identifying similarities and differences across languages. However, there is still too little research concerning students’ perceptions of using multilingual education for the cross-linguistic transfer of language learning strategies during the acquisition of two or more languages. This exploratory study examines the perceptions of six multilingual adult students who attended a course at an Austrian university. The course focused on the development of language learning strategies in both Italian and Spanish as third languages through the combination of two multilingual approaches. The study aims to investigate students’ perceived usefulness of the course. Students participated in multilingual activities designed by the researcher for the course, and then reflected on their multilingual learning process. Data were collected through a questionnaire, students’ diaries, and a research journal. Results show the potential of multilingual education to enhance students’ use of language learning strategies in and across languages.