A significant argument in the rationale for learning a LOTE is that the experience of another language system provides students with a unique opportunity to learn more about their first language and develop a range of learning strategies. Language learners are ideally placed to make comparisons, recognise patterns, and generally view their first language from a different viewpoint, deepening their understanding of how language functions.

Metalinguistic awareness, the ability to reflect and think on the functions of language, is receiving considerable attention in research connecting LOTE and the development of literacy. Findings include those by Thomas (1988) who suggests that learning another language can help develop sensitivity to language as a system. She asserts that formal acquisition of a second language develops a conscious awareness of language as a system that is a distinct advantage for learners. Others, including McKay, also assert the opportunities for development of metalinguistics awareness through language learning.

Apart from helping directly with decoding skills (and other literacy skills) in English…language teachers are in a position to build on initial metalinguistic awareness as an integral part of the language learning experience. (P.McKay, 1999 p 14)

Learning Strategies

There is growing recognition of the need to explicitly develop learning strategies for more effective learning. The development of language learning strategies not only supports the learner in the language classroom but enhances the learners’ thinking skills across the curriculum.

Scenarios

Students could be supported to conduct inquiries around how the target language functions and reflect on their own language as a system. They could also explore strategies to support their language learning.