Includes bibl. references and index.

Preface -- Structure of the book -- Introduction: Terminological and conceptual clarifications

Part I Chapter 1. Multilingual is as multilingual does -- 1.1 Children's path to multilingualism and multicompetence -- 1.2 Multilingual processing and acquisition -- 1.3 In defense of multilingual competence Chapter 2. Multilingualism: Problem, right or resource? -- 2.1 Language as problem -- 2.2 Language as right -- 2.3 Language as resource Chapter 3. Monolingual native speaker vs multilingual norms -- 3.1 Who is the native speaker, and do we need the native speaker norm? -- 3.2 Defining the multilingual speaker -- 3.3 Monolingual norms and educational practices -- 3.4 Nw ways of 'speaking' Chapter 4. Rehabilitating Babel -- Cultivating a multilingual learning ecology Chapter 5. Widening perspectives: Applying CDS Thinking to multilingual competence building -- 5.1 Complex dynamic systems -- 5.2 Defining complex and dynamic systems -- 5.3 What do we mean by complexity? -- 5.4 CFMC - A Complexity Framework for Multilingual Competence -- 5.5 What distinguishes the CFMC from earlier CDST-informed models? -- 5.6 A CFMC view of multilingual competence construction -- 5.6.1 A holistic view of the multilingual learner-user -- 5.6.2 Conditional factors: factor weight and factor interaction -- 5.6.3 Time scales -- 5.6.4 The Stimulus Impact Factor -- 5.6.5 On the nature of external and internal factors -- 5.6.6 Hidden factors -- 5.6.7 Language development in context -- 5.6.8 Multilingual competence as derivable from experience -- 5.6.9 Attractor forces -- 5.6.10 Growth and stability -- 5.6.11 Complex learner-user psychologies -- 5.6.12 Multilingual competence building as distributed -- 5.6.13 Multilingual competence building as embedded and embodied -- 5.6.14 Multilingual competence building as dynamic co-construction -- 5.6.15 Self-investment -- 5.6.16 Multilingual investment effort -- 5.6.17 Iterative learning, feedback and development -- 5.6.18 Language practices as loci of struggle -- 5.7 Conclusion Chapter 6. The impact of complex factor bundles on the multilingual system -- 6.1 The workings of the multilingual mind: Psycholinguistic perspectives on multiple language development -- 6.1.1 CLIN as a learning asset -- 6.1.2 Typology -- 6.1.3 Psychotypology -- 6.1.4 Supporter languages -- 6.1.4 Defining metalinguistic awareness (MLA) -- 6.1.6 Multilingualism, metalinguistic awareness and (meta)cognition -- 6.1.7 Can meta- and crosslinguistic awareness be taught? -- 6.2 Strategies -- 6.2.1 Definitions of strategy -- 6.2.2 On the benefits of strategy use and training -- 6.3 Reconceptualising the Good Language Learner from a multicompetence perspective -- 6.4 (No learning without) Emotions -- 6.4.1 Emotions and learning from a Positive Psychology perspective -- 6.4.2 Learning and love -- 6.5 Motivation -- 6.6 The learner 'self' -- 6.7 Learner autonomy -- 6.8 Learner-user beliefs and attitudes -- 6.9 Affordances

Part II Chapter 7. The study -- 7.1 South Tyrol - Political and historical background -- 7.2 Language education in South Tyrol -- 7.3 Language division in the educational system/language policy issues -- 7.4 Contexts of diglossia -- 7.5 The role of English as additional language -- 7.6 Study design and procedures -- 7.6.1 Terminological considerations -- 7.6.2 Research interest -- 7.6.3 Research questions and hypotheses -- 7.6.4 Data collection -- 7.6.5 Participants -- 7.6.6 The continua of multilingual competence and the intertwining of inner and outer contexts -- 7.6.7 Test procedure and instruments -- 7.6.8 Test administration -- 7.6.9 Operationalising multilingual competence -- 7.6.10 The Multilingual Competence Test (MCT) -- 7.6.10.1 Structure -- 7.6.10.2 Scoring procedure -- 7.6.11 Metalinguistic abilities test-2 (MAT-2) -- 7.6.11.1 Scoring procedure -- 7.6.12 The Italian and English test -- 7.6.12.1 Scoring procedure -- 7.6.13 Attitudes and motivation questionnaire -- 7.6.14 Strategy use questionnaire -- 7.6.15 Oral interviews Chapter 8. Results -- 8.1 Quantitative findings -- 8.1.1 Research questions 1 & 2 -- 8.1.1.1 Between-group differences ≥60% threshold MCT -- 8.1.1.2 MCT success level rates per group -- 8.1.1.3 Results MCT total score group comparison -- 8.1.1.4 Results MCT Part I group comparison -- 8.1.1.5 Results MCT Part II group comparison -- 8.1.1.6 Results MCT MLX items group comparison -- 8.1.1.7 Results MCT MV items group comparison -- 8.1.1.8 Results language tests -- 8.1.1.8.1 German test success rates* group -- 8.1.1.8.2 English test success rates* group -- 8.1.1.8.3 Italian test success rates* group -- 8.1.1.9 Other findings: Associations report marks* language tests & report marks* MCT results -- 8.1.2 Research question 3 -- 8.1.3 Research question 4 -- 8.1.4 Research question 5 -- 8.1.5 Research question 6 -- 8.1.6 Research question 7 -- 8.1.6.1 Attitudes/motivation: Comparison by group -- 8.1.6.2 Attitudes/motivation: Children with Italien as HL vs. children without Italian as HL -- 8.1.6.3 Attitudes/motivation: Between-group differences on individual questionnaire items -- 8.1.7 Research question 8 -- 8.1.8 Research question 9 -- 8.1.9 Research question 10 -- 8.1.10 Research question 11 -- 8.1.11 Research question 12 -- 8.2 Discussion: Quantitative findings -- 8.2.1 Research question 1 & 2 -- 8.2.1.1 Cross-linguistic cognitions verbalised (MVs) -- 8.2.1.2 CLIN effects and typological proximity -- 8.2.1.3 Multilingual competence test (MCT): Success rates by group -- 8.2.1.4 Individual language test success rates by group -- 8.2.2 Research question 3 -- 8.2.4 Research questions 4 & 5 -- 8.2.4 Research question 6 -- 8.2.5 Research question 7 -- 8.2.6 Research question 8 -- 8.2.7 Research question 9 -- 8.2.8 Research question 10 8.2.9 Research question 11 -- 8.2.10 Research question 12 -- 8.3 Qualitative findings: Analysis of interview data -- 8.3.1 Thematic cluster 1 - Strategic competence -- 8.3.1.1 Cognitive strategies -- 8.3.1.2 Memory strategies -- 8.3.1.3 Social strategies -- 8.3.1.4 Meta-cognitive strategies -- 8.3.1.5 Compensation strategies -- 8.3.1.6 Cross-linguistic (comparative and transfer) strategies -- 8.3.2 Thematic cluster 2 - Meta- and crosslinguistic awareness -- 8.3.3 Thematic cluster 3 - Language learning attitudes -- 8.3.4 Thematic cluster 4 - Learner theories -- 8.3.5 Thematic cluster 5 - The multilingual self -- 8.3.6 Thematic cluster 6 - Prior multilingual experiences -- 8.3.7 Conclusion -- 8.4 Study limitations Chapter 9. Conclusion -- 9.1 Developing multilingual competencies in complex contexts -- 9.2 Pedagogical implications and outlook

"This book presents a new extended framework for the study of early multicompetence. It proposes a concept of multilingual competences as a valuable educational target, and a view of the multilingual learner as a competent language user. The thematic focus is on multilingual skill development in primary schoolers in the trilingual province of South Tyrol, northern Italy. A wide range of topics pertaining to multicompetence building and the special affordances of multilingual pedagogy are explored. Key concepts like language proficiency, native-speakerism, or monolingual classroom bias are subjected to critical analysis."

« Ce livre présente un nouveau cadre étendu pour l’étude de la multicompétence précoce. Il propose un concept de compétences multilingues en tant qu'un objectif éducatif de valeur ainsi que une vision de l’apprenant multilingue en tant qu’utilisateur de langue compétent. L’accent est mis sur le développement des compétences multilingues dans les écoles primaires de la province trilingue du Tyrol du Sud, dans le nord de l’Italie. Un large éventail de sujets relatifs à la construction de compétences multiples et aux spécificités de la pédagogie multilingue sont explorés. Les concepts clés comme la maîtrise de la langue, celui du locuteur natif ou du parti-pris du monolinguisme dans la salle de classe sont soumis à une analyse critique. »