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Tertiary language didactics 2.0

A review of a multilingual didactics approach and its remodeling in the light of empirical research, translanguaging and compétence plurilingue

Hungarian Educational Research Journal
Authors:
Sarah Dietrich-Grappin
and
Britta Hufeisen

emergence and development. L3 learners start their learning under specific conditions and have specific areas of potential for activating prior knowledge. Besides their procedural, meta-linguistic and meta-cognitive (i.e. learning strategy-related) prior

Open access

described which are often researched and are accounted for in the present study. These are gender; teaching experience; reading habits; level of education where they teach; and metalinguistic awareness as in subject areas, L2 proficiency level, number of L2s

Open access