Raising (Multilingual) Language Learning Awareness includes – at a general level – the ability and willingness of learners to reflect on and to organize their language learning (cf. Gnutzmann6 2016: 145). It helps to trace individual paths of (language) learning, makes them visible and usable for further (language) learning. Learners recognize independently what they have already learned and develop strategies and techniques to make their (language) learning easier and more effective. Hence, the focus is on the language learning process.
The promotion of (Multilingual) Language Learning Awareness requires knowledge about language(s) and language learning in general as well as about the respective strategies (savoir). The ability to use language learning strategies plays an essential role as does reflecting on learning processes (savoir-faire). Furthermore, attitudes towards language learning are of special importance. They affect, for example, the motivation for language learning, emotions that are connected with language learning or the willingness to gain new (language) experiences (savoir-être). In this context, (Multilingual) Language Learning Awareness also requires being able to reflect on and evaluate one's own language learning and to be able to work on it consequently (cf. Martinez et al. 2017).
One way to document (language) learning processes is using a portfolio. For example, students may write short reflections or answer special tasks during and after teaching sessions and, in this way, actively think about how they are (language) learning. Reflective writing is not an easy task at the beginning and it is helpful to use questions like the ones above to start. After some time, students can reconstruct their (language) learning process, retrace their developments and identify strategies and techniques that are relevant for them (cf. Reissner 2020). In the guide, we suggest using a portfolio, you can find more information here.
Further, including the whole linguistic and cultural repertoire and making similarities and differences visible and usable for language learning supports fostering (Multilingual) Language Learning Awareness (see also Understanding languages through other languages – Intercomprehension). In this way, language comparison activities or reflection tasks can lead to deep insights into (language) learning processes.