Are future L3-German teachers prepared to increase students' metacognition and crosslinguistic awareness in the multilingual classroom? An analysis of teacher education programs at Danish and Norwegian universities

The multilingual turn in Europe requires an adaption of foreign language teaching approaches. This study provides theoretical and empirical reasons to treat crosslinguistic awareness as a potentially beneficial metacognitive tool for multilingual language learners. Furthermore, it explores whether future foreign language teachers are introduced to crosslinguistic awareness as a teaching tool in university teacher education. A sample of 27 national and local documents concerning parts of German foreign language teacher education in Denmark and Norway were analyzed for concepts such as multilingualism, metacognition, and crosslinguistic awareness. The document analysis showed that the three main concepts appeared comparably across the countries, but the distribution within the countries differed across the levels of teacher education. In Denmark, the university level focused the most on the concepts. In contrast, the findings in Norway show a more significant level of multilingualism in the national subject curriculum for foreign languages that language teachers are expected to base their instruction on. Multilingualism was not referenced in the samples at the Norwegian university level. Regardless of the appearance of the concepts in both countries' documents, the findings are not conclusive as to whether crosslinguistic awareness is applied primarily as a learning tool for prospective teachers or whether it is promoted as a didactical tool for future teachers' teaching.

欧洲的多语言转向要求对外语教学方法进行调整。本研究提供了理论与实证依据，将跨语言意识（crosslinguistic awareness）视为多语言学习者潜在有益的元认知（metacognition）工具。此外，研究探讨了未来外语教师在大学教师教育中是否被引入跨语言意识作为教学工具。研究分析了丹麦和挪威27份关于德国外语教师教育部分的国家及地方文件样本，以寻找多语言现象（multilingualism）、元认知及跨语言意识等概念。文件分析显示，这三个核心概念在两国间的出现频率相近，但在国内不同教师教育层次的分布存在差异。在丹麦，大学阶段对这些概念的关注度最高；相比之下，挪威的研究结果表明，外语教师教学所依据的国家学科课程中多语言现象的提及程度更高，而挪威大学阶段的样本中未提及多语言现象。无论两国文件中这些概念的呈现情况如何，研究结果尚未明确跨语言意识主要是作为未来教师的学习工具，还是作为其教学实践中的教学法工具被推广。