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This book discusses cognitive and psycholinguistic aspects of third language acquisition and trilingualism, and explores the key role of linguistic awareness in multilingual proficiency and language learning. In view of the widespread acquisition of English by those who are already bilingual or are also acquiring a regional lingua franca this study will contribute to the current discussion of multilingualism with English in Europe and beyond, as well as the understanding of multilingual speech processing. The author supports a dynamic view of multilingualism by stressing the cognitive advantages that the contact with more languages can offer and uses this approach as the basis for future language teaching and learning. Chapters cover topics such as performing in a third language, metalinguistic awareness in multilinguals and in multilingual education, and English as a third language in Europe. Key Features: *The first study of the important role metalinguistic awareness plays in multilingual proficiency *Includes a unique comparison of both second and third language acquisition *Useful for students and scholars of applied linguistics, language education, language planning, psycholinguistics, cognitive linguistics and the study of the English language.

Language awareness. --- Multilingualism. --- Plurilingualism --- Polyglottism --- Language and languages --- Linguistic awareness --- Metalinguistic knowledge --- Awareness --- Psycholinguistics

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Language awareness --- Conscience linguistique --- Periodicals --- Périodiques --- Linguistics --- Didactics of languages --- Language awareness. --- Linguistic awareness --- Metalinguistic knowledge --- Awareness --- Psycholinguistics --- Language

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An investigation into the beliefs speakers have about language-their de lingua beliefs-that examines the genesis of these beliefs and the central explanatory role they play in the use and understanding of language.

Philosophy of language --- Language awareness. --- Language and languages --- Linguistic awareness --- Metalinguistic knowledge --- Awareness --- Psycholinguistics --- Philosophy. --- Language awareness --- Language and languages - Philosophy --- LINGUISTICS & LANGUAGE/General --- COGNITIVE SCIENCES/General

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Second language acquisition. --- Language awareness. --- Language awareness --- Second language acquisition --- Second language learning --- Language acquisition --- Linguistic awareness --- Metalinguistic knowledge --- Awareness --- Psycholinguistics

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Within the scope of today's globalisation, linguistic diversity is a given fact of the world we live in. In several educational contexts in Europe, language awareness (LA) activities have been introduced with the objective to prepare pupils cognitively, socially and/or critically for life as multilingual, open minded and/or empowered citizens in a diverse world. Despite previous research in various contexts, the concept of LA remains problematic: a generally accepted, evidence-based conceptualisation is missing. This confronts both research and education with a challenge: in order to develop LA activities, implement them successfully in educational contexts and achieve the expected outcomes, we should know what the concept stands for, how it works and why we would choose to implement it in classrooms (or not). This volume focuses on three apparent simple questions: what, how and why? The first question - what? - refers to the concept(ual mess) of LA. The second question - how? - refers to the implementation of LA activities in several educational contexts. The third question - why? - is a recurrent theme running through all the chapters and deals with a reflection on the way we deal (un)consciously with LA activities in education.

Language awareness. --- Linguistic awareness --- Metalinguistic knowledge --- Awareness --- Psycholinguistics --- Europe. --- Council of Europe countries --- Eastern Hemisphere --- Eurasia --- Language Awareness. --- Language Education. --- Multilingual Literacy. --- Multilingualism.