Critical Multilingual Language Awareness Among Migrant Students: Cultivating Curiosity and a Linguistics of Participation

This paper draws from a collaborative project in which we piloted a Critical Multilingual Language Awareness approach (CMLA) in a preparatory class for recently arrived secondary school students in Sweden. We adapted material on Language Awareness from We Are Multilingual (https://www.wamcam.org). This adapted approach followed the five principles of educational design for multilingual learners, which also relate to cognitive, performative, affective, social and power domains of Language Awareness. Data consist of audio- and video-recorded interactions from classroom observations, student/teacher interviews, and teaching/student-produced material. With a process-oriented focus, we discuss student participation in this co-learning design as contingent upon practices of curiosity. A focus is also on the co-learning process through reflection on activity, and how cultivating new ways of listening, involving multilingual study mentoring, may spur linguistic participation.

Automated summary

This paper presents a Critical Multilingual Language Awareness approach that was piloted in a preparatory class for recently arrived secondary school students in Sweden. The study highlights the relationship between student participation and practices of curiosity, as well as the co-learning process through reflection and multilingual study mentoring to foster linguistic participation.