Exploring learner attitudes in multilingual contexts: An empirical investigation at the primary school level

Recent research highlights the dynamic and complex nature and the situatedness of multilingual development. It emphasises the need for learners to have ample opportunity for interaction in order to progress on their learning trajectories and suggests that positive attitudes and emotions are key to language learning motivation and learning outcomes. Indications are that how children feel about languages and language learning can impact their learning behavior and willingness to engage with a particular L2/Ln. In this paper I investigate how sociolinguistic and educational context and amount of contact with the L2 (and/or other languages) relate to learner attitudes at the primary level. I report on work in progress carried out in variously multilingual settings in South Tyrol with the aim of establishing whether learning in multilingual contexts as opposed to monolingual surroundings has any effect on pupils' attitudes and motivations. To my knowledge no previous studies in South Tyrol have looked into attitudinal factors and/or young learners' beliefs with regards to language(s). The present research seeks to bridge this gap.