Hoe universeel zijn receptieve meertaligheidsstrategieën?

There are multiple ways in which language learners’ multilingual repertoire can be put to use foreign learning and teaching. One such is receptive multilingualism (RM, cf. Blees & Ten Thije 2017). Despite the fact that RM has been found an effective means of communication between adult speakers typologically related languages, like Dutch German (see Beerkens, 2010; Van Mulken Hendriks, 2015; Ribbert Thije, 2007), there hardly any research investigating its effectiveness younger learners school settings (Ten Gulikers Schoutsen, 2020). In this contribution, we present results a pilot study investigate whether secondary-school students make their by employing strategies when decoding unknown, but (Dutch) they transfer these skills less related, unknown (Maltese).