HIGHLIGHTS
SUMMARY
The authors decided to focus on language aptitude because it allows linguistic reflection to be investigated while avoiding the separate testing of languages by using monolingual standard tests for individual languages. The administration of a language-neutral aptitude test will target the core components of students` ability to reflect on formal aspects of linguistic systems, regardless of their plural or monolingual repertoires, and this could also contribute to obtaining some valuable insight into which components of language aptitude are more sensitive to multilingual instruction. The study belongs to a more extensive investigation, which included . . .
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