Exploring multilingual learning through a Dynamic Systems Theory lens, the book presents a compelling argument that trilingual education benefits young learners rather than confuses them. It highlights the positive effects of teaching three languages from an early age on children's linguistic, metalinguistic, and crosslinguistic awareness, contributing valuable insights to the fields of TLA and multilingualism research.
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.