As part of a larger project investigating language awareness in plurilingual settings across educational levels through a multiple case study, this article zooms in on students’ language awareness as it unfolds in a classroom in a Danish upper secondary school, in the context of a compulsory, plurilingual general language awareness course. Considering language awareness as a sociocognitive phenomenon that may meaningfully be observed through students’ engagement with language in the classroom, qualitative data were collected through observation, interviews, and collections of student work, and analyzed using an abductive form of qualitative content analysis. The initial deductive analysis is based on a theoretical model of language awareness; additional, inductive analyses lead to more nuanced descriptions of students’ metalinguistic, practical, and critical language awareness. Finally, a contextualized analysis of one example is given to illustrate the collaborative unfolding of language awareness in this context, leading to the conclusion that the different forms of language awareness studied are often interlinked and that they should be viewed as such both in research and teaching practice.

中文翻译：

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在多语言环境中展开语言意识：元语言、实践和批判性语言意识的研究

作为通过多个案例研究调查跨教育水平的多语言环境中语言意识的大型项目的一部分，本文重点关注丹麦高中课堂上学生的语言意识，在义务教育的背景下，多语言一般语言意识课程。考虑到语言意识是一种社会认知现象，可以通过学生在课堂上与语言的接触来有意义地观察到，定性数据通过观察、访谈和收集学生作业来收集，并使用定性内容分析的溯因形式进行分析。最初的演绎分析是基于语言意识的理论模型；此外，归纳分析可以对学生的元语言、实践和批判性语言意识进行更细致的描述。最后，对一个例子进行了情境分析，以说明语言意识在这一背景下的协作展开，得出这样的结论：所研究的不同形式的语言意识往往是相互关联的，在研究和教学中都应该如此看待它们实践。