This book presents a new extended framework for the study of early
multicompetence. It proposes a concept of multilingual competences
as a valuable educational target, and a view of the multilingual
learner as a competent language user. The thematic focus is on
multilingual skill development in primary schoolers in the
trilingual province of South Tyrol, northern Italy. A wide range of
topics pertaining to multicompetence building and the special
affordances of multilingual pedagogy are explored. Key concepts
like language proficiency, native-speakerism, or monolingual
classroom bias are subjected to critical analysis.
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