Fostering Language Awareness in a Plurilingual Learning Environment

Špela Jolić Kozina; Silva Bratož; Mojca Žefran

doi:10.26529/cepsj.1840

Špela Jolić Kozina Faculty of Education, University of Primorska, Koper, Slovenia
Silva Bratož Faculty of Education, University of Primorska, Koper, Slovenia
Mojca Žefran Faculty of Education, University of Primorska, Koper, Slovenia

DOI: https://doi.org/10.26529/cepsj.1840

Keywords: language awareness, linguistic diversity, pluralistic approaches, young language learners

Abstract

Developing young learners’ language awareness is becoming an important educational goal in a rapidly globalised world characterised by linguistic and cultural diversity. Drawing upon previous research in the field, the article highlights the importance of promoting language diversity and nurturing language awareness from an early age. We present a qualitative study’s findings to analyse the potential of using pluralistic approaches to language teaching for developing young learners’ language awareness. The study was based on a case study format involving pupils aged five and six years. By exposing the participants to a set of plurilingual activities following the DivCon model, we were able to observe and identify their language awareness development. In addition, the pupils’ responses to language awareness activities and their perceptions of different languages were analysed through a survey in the form of interviews. The results of the study indicate positive outcomes, demonstrating an enhanced level of language awareness among the pupils, as well as an increased appreciation for language diversity.

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