‘I have become more conscious of the fact that this resembles a word I know’: enhancing metacognition through operationalisations of multilingualism

Key Points

Enhanced metacognition was evidenced in students after a classroom intervention focused on multilingual strategies.
A model called the Multilingual Metacognitive Repertoire was developed to aid teaching practices in multilingual contexts.
Operationalisations of multilingualism were applied through pedagogical frameworks, leading to improved student learning outcomes.
The study connects metacognitive approaches to multilingual education, emphasizing the importance of language awareness in classrooms.

Abstract

The present study investigates how metacognition may be enhanced through operationalisations of multilingualism in the classroom. The study analyses conceptual frameworks relating to metacognitive approaches to multilingual learning and teaching, and relates this discussion to multilingual pedagogical frameworks. A classroom-based intervention study, which was based on four operationalisations of multilingualism and indicated enhanced metacognition in students, is discussed and related to pedagogical translanguaging. On the basis of the analysis, a model of the Multilingual Metacognitive Repertoire (MMR) is developed. This construct describes students' abilities to consciously select multilingual strategies for making meaning in encounters with other languages.

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