Abstract
This paper addresses the issue of multilingual classrooms in a place, like South Tyrol, characterized by an endogenous multilingualism, that interacts with an exogenous multilingualism, given by pupils with international backgrounds (Varcasia 2022, Dal Negro & Ciccolone 2021). It discusses the results of a research conducted in highly multilingual classrooms in primary school in the spirit of “Éveil aux langues” with the aim of eliciting metalinguistic awareness.