Abstract
This paper presents the issue of multilingual classrooms in South Tyrol, Italy, characterized by an endogenous multilingualism with Italian, German, Ladin, both Italian and South Tyrolean dialects and currently welcoming pupils from international backgrounds with their own complex linguistic repertoires (Dal Negro and Ciccolone 2021, Author). In particular, the paper presents some results on the activities on metalinguistic awareness with the book “Du iz Tak?” (Ellis 2016) in five different classes of primary school of both Italian and German school systems. Data provide evidence, through the analysis of metalinguistic reflections outlined by pupils, of comprehension achievement, of the emergence of plurilingualism, and of full engagement of pupils in the activity, including those with Special Educational Needs.