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  • As stated by Bialystok et al. (2014), metalinguistic awareness (MLA) is a set of multiple skills that are related to the formal aspects of language : phonological, morphological, syntactic and lexical awareness (Altman et al. 2018). Throughout the last decades, studies on bi- and multilingual learning showed that language aptitude and metalinguistic abilities or skills present related concepts which might be interpreted as identical under certain circumstances (Jessner 2006). In this frame, this paper tends to highlight the role of MLA in defining the relationship between language learning ability, linguistic giftedness and multilingual learning via focusing on the Dynamic Model of Linguistic Giftedness (Dolas 2021 ; Dolas et al. 2022) which states that the universe of able language learners intersects with the universe of metalinguistically aware ones upon the observation of cognitive and linguistic performances of a number of mono-, bi- and multilingual children from gifted and non-gifted educational contexts in a dynamic perspective. The results highlight that MLA can be regarded as an indicator of linguistic giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

  • The relation between multilingual learning and cognition through (linguistic) giftedness has not been studied yet in third language acquisition, multilingualism or cognition studies. Even though ‘giftedness’ appears to be enigmatic and advantageous in a number of areas, in the field of language learning it is not clear whether multilingual learning or giftedness fulfils the triggering role in a number of cognitive skills. For that purpose, the present study observed the possible cognitive advantages of multilingual learning on metalinguistic awareness (Jessner 2006), working memory (Baddeley & Hitch 1974; Robinson 2002; 2012) and first language lexicon size of a number of children from regular and gifted education programmes in a Dynamic Model of Multilingualism perspective (Herdina & Jessner 2002). The study was analyzed with the multiple linear regression model based on the scores gathered from the data of working memory and vocabulary sub-tests of the Turkish adaptation version (Savaşır & Şahin 1995) of the Wechsler Intelligence Scale for Children—Revised, and metalinguistic awareness test (Pinto et al. 1999) of a number of mono-, bi- and multilingual participants from various schools. The results not only provided positive correlations between multilingual learning and metalinguistic awareness, working memory and first language lexicon size but also contributed to the identification and reconceptualization of linguistic giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

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