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Despite policies promoting multilingualism, monolingual methods dominate Hungarian education. Drawing from theory and research on multilingual approaches to language teaching in the European context, this volume explores the effectiveness of multilingual awareness-raising in learning German after English in the Hungarian secondary school context. A year-long intervention comparing students' linguistic development and motivation shows that building on prior language knowledge and raising multilingual awareness significantly enhances third language acquisition and boosts student motivation, thus representing a compelling case for integrating multilingual strategies in language teaching.
About the author
Lilla Horváth
, University of Pannonia, Veszprém, Hungary.
Summary
Despite policies promoting multilingualism, monolingual methods dominate Hungarian education. Drawing from theory and research on multilingual approaches to language teaching in the European context, this volume explores the effectiveness of multilingual awareness-raising in learning German after English in the Hungarian secondary school context. A year-long intervention comparing students’ linguistic development and motivation shows that building on prior language knowledge and raising multilingual awareness significantly enhances third language acquisition and boosts student motivation, thus representing a compelling case for integrating multilingual strategies in language teaching.
