Despite the extensive use of the concept language awareness (LA) since Hawkins (1984) and several operationalizations within the field, systematic empirical research on language learners’ LA across educational levels in the context of plurilingual education is still lacking. From 2020 to 2023, the Independent Research Fund Denmark finances the project Plurilingual Education - Minority and Majority Students’ Language Awareness across Educational Levels (PE-LAL, Daryai-Hansen, Drachmann & Krogager Andersen, 2022) seeking to fill this gap and contribute to further theorization of the field of knowledge. Starting with an introduction to the PE-LAL project, its qualitative design, methodology and context for the study, the keynote presents a theoretically and empirically embedded operationalization of learners’ LA across educational levels in the context of plurilingual education, developed on the basis of an abductive approach (Dubois & Gadde, 2002; Timmermans & Tavory, 2012) combining previous research and empirical findings from the PE-LAL project. Drawing on Candelier et al. (2010), the operationalization defines the context of plurilingual education as a continuum consisting of three pluralistic approaches to languages and a transversal dimension focusing on learners’ language resources including first languages beyond the language(s) of schooling. Drawing on van Lier (1998, 2004), the operationalisation defines LA as practical language awareness (PLA), metalinguistic awareness (MLA) and critical language awareness (CLA) that can be directed towards nine language levels. The operationalization shows how an interplay between PLA, MLA and/or CLA takes place occasionally, and the operationalization is concretized through classroom student data covering transitions from primary to lower secondary to upper secondary education. Based on the operationalization, empirical findings from two analytical focus points, including grade 1 (age 7/8) and grade 9 (age 15/16) as well as grade 5 (age 11/12) and grade 11 (age 17/18), respectively, are presented. The findings indicate that PLA, MLA and CLA can be developed by students across educational levels and that the learners’ LA with age reflects a complexification manifested through the LA articulation and the LA language levels. Also, the findings imply that LA is framed by the students’ cognitive development and experiences. In conclusion, the keynote links the operationalization to cognitive development and the concept of experiences and discusses how other external factors appear to have an influence on learners’ LA.

Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Schröder-Sura, A., & Noguerol, A. (2010) FREPA. Framework of reference for pluralistic approaches to languages and cultures. Council of Europe, European Centre for Modern Languages.

Daryai-Hansen, P., Drachmann, N., & Krogager Andersen, L. (2022). Rethinking Language Awareness in the Context of Plurilingual Education – a Study across Educational Levels in Denmark. www.plurilingualeducation.ku.dk

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Timmermans, S., & Tavory, I. (2012). Theory Construction in Qualitative Research: From Grounded Theory to Abductive Analysis. Sociological Theory, 30(3), 167-186.

van Lier, L. (1998). The Relationship Between Consciousness, Interaction and Language Learning. Language Awareness, 7(2-3), 128-145.

van Lier, L. (2004) The ecology and semiotics of language learning: a sociocultural perspective. Kluwer Academic.