Ulrike Jessner
Biographic Data
| ID | 1498468 |
|---|---|
| NAME | Ulrike Jessner |
| GIVEN NAMES | Ulrike |
| FAMILY NAME | Jessner |
| SIGNATURE | JESSNER U |
| AFFILIATIONS | Universität Innsbruck |
| ORCID | 0000-0002-3015-3281 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Complexity in Multilingual Systems
Although multilingualism (or plurilingualism, to use a more Eurocentric term to describe the individual level) is by no means a new phenomenon, this field has only recently begun attracting a growing number of researchers. In a number of publications authors have referred to multilingual development as both a dynamic and a complex process. Today scholars are realizing more and more that in the study of multilingualism, the interaction of a variet…
The Dynamics of Multilingualism
Multilingual acquisition is a complex and dynamic process depending on a number of interacting factors. In this entry, it is argued that second language acquisition and bilingualism present related contact phenomena, that the multilingual system changes in time and that there are qualitative differences between second and third language learning. A CDST‐approach offers the necessary theoretical framework for dealing with the complex nature of mul…
Word definition as indicator of metalinguistic awareness in multilingual children
One of the first papers to link metalinguistic awareness with third language learning was written by Jacqueline Thomas and published in the book "Cognitive processing by bilinguals". This article investigates how the phenomenon of metalinguistic awareness has been conceptualised over the last 30 years of research and aims at demonstrating the relationship and significance of metalinguistic awareness to (early) multiple language learning. Word def…
Multilingualism as a Pedagogical Framework
This entry provides insights into the conceptualization of multilingualism as a pedagogical framework. It starts with definitions of multilingualism and continues by outlining multilingual development from a complexity dynamics systems theoretical perspective as presented in the most comprehensive model to date, that is, the Dynamic Model of Multilingualism (DMM). In the next section, the application of DMM to teaching is presented as one of the …
Metalinguistic awareness in primary schoolers in multilingual partial immersion education
Introduction This paper reports selective findings from original research into the effects of early multilingual partial immersion education on children's metalinguistic awareness and performance in English. Procedure and method The study we present was carried out in two elementary schools in North Tyrol, Austria. Two groups of children participated in the research. Group 1 is enrolled in a multilingual instructional programme. Group 2 is in mai…
Research agenda
The present contribution proposes a low-threshold action plan for research into what we consider critical areas in multilingualism where we see an urgent need for more empirical studies and research-based classroom interventions and a stronger commitment to multilingual standards both in research and teaching. Reaching out to a wide audience of researchers, educationalists and decision makers, we first stake out the conceptual frame for our discu…
Early Multilingualism and Bi/Multilingual Education in Tanzanian Primary Schools
The article investigates early multilingualism in Tanzanian primary schools, focusing on teachers' perceptions of bilingual/multilingual education. It highlights Tanzania's rich linguistic diversity, with over 156 languages, and the bilingual education policy using Swahili and English. The study examines language teaching methods, the development of multilingualism with English, and the effectiveness of these methods in fostering language profici…
Complex interactions in the multilingual mind
Originally, scholarly discussions of metalinguistic awareness (MeLA), as a distinct concept, primarily focused on monolinguals. However, increasing scientific attention has more recently been paid to multiple language learning, which poses new challenges in this area of linguistic-cognitive research. This article first discusses a holistic and dynamic view of multilingual development and portrays MeLA as an emergent property of multilingual syste…
Metacognition in multilingual learning and teaching
Metacognition has been increasingly discussed as one of the main features of learning in the 21st century (see Haukås, Bjørke, & Dypedahl, 2018 ). In the Dynamic Model of Multilingualism Theory (DMM) ( Herdina & Jessner 2002 ), which applies Complexity and Dynamic Systems Theory (CDST) to multilingualism, it is argued that multilinguals develop increased knowledge of languages and language learning through experience. In this article a CDST persp…
Assessing components of multi-(lingual) competence in young learners
Why Context Matters
This article draws attention to language choice and language use of Austrian bi- and multilingual school children. We explore some implications of their linguistic practices with regard to social inclusion in an Austrian educational school setting. Pursuing a Dynamic Systems and Complexity Theory approach, we hypothesise that before language users actually use a language within a certain context, they have to evaluate the respective communicative…
Multilingualism
Methodology in Bi- and Multilingual Studies
Research methodology is determined by theoretical approaches. This article discusses methods of multilingualism research in connection with theoretical developments in linguistics, psycholinguistics, sociolinguistics, and education. Taking a brief glance at the past, the article starts with a discussion of an issue underlying the choice of research methodology: the distinction between bilingualism and multilingualism. This is followed by an accou…
The implications of language attrition for dynamic systems theory
The significance of attrition studiesWhilst initially scant attention was paid to the phenomenon of language attrition, the introduction of the model of Dynamic Systems Theory (DST) has suggested that languages are not only acquired, but also forgotten, that language growth, on which so much emphasis has been placed - compare the countless studies on first-language acquisition and second-language acquisition - is in many cases complemented by a p…
Teaching a Third Language
In 1962 Elizabeth Peal and Wallace Lambert published an article on the cognitive advantages of bilingual children in the Montreal area (Peal & Lambert, 1962).
Dynamics of Multilingualism
Although multilingualism is not a new phenomenon in human society, it seems that in the age of globalization there is a growing interest in research into the phenomenon of multilingualism. Research curiosity in multilingualism both as an individual (in the European academic discourse often referred to as “plurilingualism”) and as a social phenomenon has grown immensely over the last decades and, in this connection, scholars have started to develo…
A DST Model of Multilingualism and the Role of Metalinguistic Awareness
This paper suggests that a dynamic systems theory (DST) provides an adequate conceptual metaphor for discussing multilingual development. Multilingual acquisition is a nonlinear and complex dynamic process depending on a number of interacting factors. Variability plays a crucial role in the multilingual system as it changes over time ( Herdina & Jessner, 2002 ). A number of studies on multilingualism have shown that there are qualitative differen…
Teaching third languages
The last decade has witnessed a rapid increase in interest in multilingualism. Whereas a number of scholars in language acquisition research still base their work on the monolingual native speaker norm, others have developed more realistic viewpoints. This article provides an overview of international research on third language learning and teaching, including examples mainly from a European background. It describes sociolinguistic, psycholinguis…
Linguistic Awareness in Multilinguals
This book discusses cognitive and psycholinguistic aspects of third language acquisition and trilingualism, and explores the key role of linguistic awareness in multilingual proficiency and language learning. In view of the widespread acquisition of English by those who are already bilingual or are also acquiring a regional lingua franca, this study contributes to the current discussion of multilingualism with English in Europe and beyond, as wel…
Dedicated to the Memory of Jehannes Ytsma
(2006). Dedicated to the Memory of Jehannes Ytsma. International Journal of Multilingualism: Vol. 3, No. 2, pp. 85-85
Multilingual Metalanguage, or the Way Multilinguals Talk about Their Languages
The increase of multilingualism in both natural and formal contexts has provoked a number of studies which have concentrated on providing evidence of multilingual processing and finding out about the differences and similarities between second and third language learning. This paper deals with the use of metalanguage in multilingual students in an introspective study of their problem-solving behaviour in lexical search. The study shows that the m…
ADynamic Model of Multilingualism
This book focuses on the psycholinguistic dynamics of multilingualism and the processes of change in time affecting two or more language systems. It develops a novel approach to this challenging subject by bringing together various strands of research including second language acquisition theory, bilingualism research and dynamic systems theory.
Cross-Linguistic Influence in Third Language Acquisition
This volume adopts a psycholinguistic approach in the study of cross-linguistic influence in third language acquisition and focuses on the role of previously acquired languages and the conditions that determine their influence.
Towards Trilingual Education
This article highlights the fact that learning a third language in school contexts is a common phenomenon all over the world and poses several questions specifically related to the characteristics of third language acquisition. It also considers the relationship between third language acquisition and the research traditions of bilingualism and second language acquisition. Third language acquisition in school contexts and trilingual education are …
Metalinguistic Awareness in Multilinguals
The development of competence in two or more languages can result in higher levels of metalinguistic awareness. These facilitate the acquisition of language by exploiting the cognitive mechanisms underlying these processes of transfer and enhancement. In this paper, the role of metalinguistic awareness in multilinguals is discussed within the framework of a systems-theoretic approach to multilingual proficiency as taken in the Dynamic Model of Mu…
Teaching third languages
The last decade has witnessed a rapid increase in interest in multilingualism. Whereas a number of scholars in language acquisition research still base their work on the monolingual native speaker norm, others have developed more realistic viewpoints. This article provides an overview of international research on third language learning and teaching, including examples mainly from a European background. It describes sociolinguistic, psycholinguis…
Cross-Linguistic Influence in Third Language Acquisition
This volume adopts a psycholinguistic approach in the study of cross-linguistic influence in third language acquisition and focuses on the role of previously acquired languages and the conditions that determine their influence.
Complex interactions in the multilingual mind
Originally, scholarly discussions of metalinguistic awareness (MeLA), as a distinct concept, primarily focused on monolinguals. However, increasing scientific attention has more recently been paid to multiple language learning, which poses new challenges in this area of linguistic-cognitive research. This article first discusses a holistic and dynamic view of multilingual development and portrays MeLA as an emergent property of multilingual syste…
Research agenda
The present contribution proposes a low-threshold action plan for research into what we consider critical areas in multilingualism where we see an urgent need for more empirical studies and research-based classroom interventions and a stronger commitment to multilingual standards both in research and teaching. Reaching out to a wide audience of researchers, educationalists and decision makers, we first stake out the conceptual frame for our discu…
Assessing components of multi-(lingual) competence in young learners
Why Context Matters
This article draws attention to language choice and language use of Austrian bi- and multilingual school children. We explore some implications of their linguistic practices with regard to social inclusion in an Austrian educational school setting. Pursuing a Dynamic Systems and Complexity Theory approach, we hypothesise that before language users actually use a language within a certain context, they have to evaluate the respective communicative…
Towards a dynamic view of multlingualism
Metalinguistic Awareness in Multilinguals
The development of competence in two or more languages can result in higher levels of metalinguistic awareness. These facilitate the acquisition of language by exploiting the cognitive mechanisms underlying these processes of transfer and enhancement. In this paper, the role of metalinguistic awareness in multilinguals is discussed within the framework of a systems-theoretic approach to multilingual proficiency as taken in the Dynamic Model of Mu…
Cross-Linguistic Influence in Third Language Acquisition
This volume adopts a psycholinguistic approach in the study of cross-linguistic influence in third language acquisition and focuses on the role of previously acquired languages and the conditions that determine their influence.
Towards Trilingual Education
This article highlights the fact that learning a third language in school contexts is a common phenomenon all over the world and poses several questions specifically related to the characteristics of third language acquisition. It also considers the relationship between third language acquisition and the research traditions of bilingualism and second language acquisition. Third language acquisition in school contexts and trilingual education are …
ADynamic Model of Multilingualism
This book focuses on the psycholinguistic dynamics of multilingualism and the processes of change in time affecting two or more language systems. It develops a novel approach to this challenging subject by bringing together various strands of research including second language acquisition theory, bilingualism research and dynamic systems theory.
Multilingual Metalanguage, or the Way Multilinguals Talk about Their Languages
The increase of multilingualism in both natural and formal contexts has provoked a number of studies which have concentrated on providing evidence of multilingual processing and finding out about the differences and similarities between second and third language learning. This paper deals with the use of metalanguage in multilingual students in an introspective study of their problem-solving behaviour in lexical search. The study shows that the m…
Linguistic Awareness in Multilinguals
This book discusses cognitive and psycholinguistic aspects of third language acquisition and trilingualism, and explores the key role of linguistic awareness in multilingual proficiency and language learning. In view of the widespread acquisition of English by those who are already bilingual or are also acquiring a regional lingua franca, this study contributes to the current discussion of multilingualism with English in Europe and beyond, as wel…
Dedicated to the Memory of Jehannes Ytsma
(2006). Dedicated to the Memory of Jehannes Ytsma. International Journal of Multilingualism: Vol. 3, No. 2, pp. 85-85
A DST Model of Multilingualism and the Role of Metalinguistic Awareness
This paper suggests that a dynamic systems theory (DST) provides an adequate conceptual metaphor for discussing multilingual development. Multilingual acquisition is a nonlinear and complex dynamic process depending on a number of interacting factors. Variability plays a crucial role in the multilingual system as it changes over time ( Herdina & Jessner, 2002 ). A number of studies on multilingualism have shown that there are qualitative differen…
Teaching third languages
The last decade has witnessed a rapid increase in interest in multilingualism. Whereas a number of scholars in language acquisition research still base their work on the monolingual native speaker norm, others have developed more realistic viewpoints. This article provides an overview of international research on third language learning and teaching, including examples mainly from a European background. It describes sociolinguistic, psycholinguis…
Teaching a Third Language
In 1962 Elizabeth Peal and Wallace Lambert published an article on the cognitive advantages of bilingual children in the Montreal area (Peal & Lambert, 1962).
Dynamics of Multilingualism
Although multilingualism is not a new phenomenon in human society, it seems that in the age of globalization there is a growing interest in research into the phenomenon of multilingualism. Research curiosity in multilingualism both as an individual (in the European academic discourse often referred to as “plurilingualism”) and as a social phenomenon has grown immensely over the last decades and, in this connection, scholars have started to develo…
The implications of language attrition for dynamic systems theory
The significance of attrition studiesWhilst initially scant attention was paid to the phenomenon of language attrition, the introduction of the model of Dynamic Systems Theory (DST) has suggested that languages are not only acquired, but also forgotten, that language growth, on which so much emphasis has been placed - compare the countless studies on first-language acquisition and second-language acquisition - is in many cases complemented by a p…
Methodology in Bi- and Multilingual Studies
Research methodology is determined by theoretical approaches. This article discusses methods of multilingualism research in connection with theoretical developments in linguistics, psycholinguistics, sociolinguistics, and education. Taking a brief glance at the past, the article starts with a discussion of an issue underlying the choice of research methodology: the distinction between bilingualism and multilingualism. This is followed by an accou…
Multilingualism
Why Context Matters
This article draws attention to language choice and language use of Austrian bi- and multilingual school children. We explore some implications of their linguistic practices with regard to social inclusion in an Austrian educational school setting. Pursuing a Dynamic Systems and Complexity Theory approach, we hypothesise that before language users actually use a language within a certain context, they have to evaluate the respective communicative…
Assessing components of multi-(lingual) competence in young learners
Metacognition in multilingual learning and teaching
Metacognition has been increasingly discussed as one of the main features of learning in the 21st century (see Haukås, Bjørke, & Dypedahl, 2018 ). In the Dynamic Model of Multilingualism Theory (DMM) ( Herdina & Jessner 2002 ), which applies Complexity and Dynamic Systems Theory (CDST) to multilingualism, it is argued that multilinguals develop increased knowledge of languages and language learning through experience. In this article a CDST persp…
Early Multilingualism and Bi/Multilingual Education in Tanzanian Primary Schools
The article investigates early multilingualism in Tanzanian primary schools, focusing on teachers' perceptions of bilingual/multilingual education. It highlights Tanzania's rich linguistic diversity, with over 156 languages, and the bilingual education policy using Swahili and English. The study examines language teaching methods, the development of multilingualism with English, and the effectiveness of these methods in fostering language profici…
Complex interactions in the multilingual mind
Originally, scholarly discussions of metalinguistic awareness (MeLA), as a distinct concept, primarily focused on monolinguals. However, increasing scientific attention has more recently been paid to multiple language learning, which poses new challenges in this area of linguistic-cognitive research. This article first discusses a holistic and dynamic view of multilingual development and portrays MeLA as an emergent property of multilingual syste…
Multilingualism as a Pedagogical Framework
This entry provides insights into the conceptualization of multilingualism as a pedagogical framework. It starts with definitions of multilingualism and continues by outlining multilingual development from a complexity dynamics systems theoretical perspective as presented in the most comprehensive model to date, that is, the Dynamic Model of Multilingualism (DMM). In the next section, the application of DMM to teaching is presented as one of the …
Metalinguistic awareness in primary schoolers in multilingual partial immersion education
Introduction This paper reports selective findings from original research into the effects of early multilingual partial immersion education on children's metalinguistic awareness and performance in English. Procedure and method The study we present was carried out in two elementary schools in North Tyrol, Austria. Two groups of children participated in the research. Group 1 is enrolled in a multilingual instructional programme. Group 2 is in mai…
Research agenda
The present contribution proposes a low-threshold action plan for research into what we consider critical areas in multilingualism where we see an urgent need for more empirical studies and research-based classroom interventions and a stronger commitment to multilingual standards both in research and teaching. Reaching out to a wide audience of researchers, educationalists and decision makers, we first stake out the conceptual frame for our discu…
Complexity in Multilingual Systems
Although multilingualism (or plurilingualism, to use a more Eurocentric term to describe the individual level) is by no means a new phenomenon, this field has only recently begun attracting a growing number of researchers. In a number of publications authors have referred to multilingual development as both a dynamic and a complex process. Today scholars are realizing more and more that in the study of multilingualism, the interaction of a variet…
The Dynamics of Multilingualism
Multilingual acquisition is a complex and dynamic process depending on a number of interacting factors. In this entry, it is argued that second language acquisition and bilingualism present related contact phenomena, that the multilingual system changes in time and that there are qualitative differences between second and third language learning. A CDST‐approach offers the necessary theoretical framework for dealing with the complex nature of mul…
Linguistics (21 works) · Multilingualism (18 works) · Psychology (18 works) · Multilingual Education and Policy (14 works) · EFL/ESL Teaching and Learning (13 works) · Second Language Learning and Teaching (13 works) · Computer Science (12 works) · Philosophy (12 works) · Pedagogy (11 works) · Sociology (11 works)