Abstract
This paper examines the educational practice of a plurilingual approach aimed at developing metalinguistic abilities in a junior high school. A class called "Language awareness through Japanese, English and other languages" was conducted for first-year junior high school students (36 students), in which eight languages were introduced. The class consisted of four lessons: an introduction, language activities in small groups with nine guest lecturers online, report writing to introduce what students had learned to different language groups, and finally, a presentation and reflection in a cross-session. After outlining a series of classroom activities, this paper analyzes the transcripts of students' and teacher's reflections, describes what was accomplished through this plurilingual educational practice, discusses the importance of communities of practice and offers suggestions for plurilingual education in Japanese schools.
https://ror.org/051j8zv27 
