Metacognition has been increasingly discussed as one of the main features of learning in the 21st century lately (see Bjorke et al 2018). In the Dynamic Model of Multilingualism Theory (DMM) (Herdina and Jessner 2002), which applies Dynamic Systems and Complexity Theory (DSCT) to multilingualism, it is argued that multilinguals develop increased knowledge of languages and language learning through experience. In this presentation a DSCT perspective on multilingual learning and teaching with a focus on metacognition in the M-factor will be presented. The central sub-component of metacognition in DMM, in the form of multilingual awareness comprising metalinguistic and cross-linguistic awareness in multilingual learners, will be discussed as core feature of multilingual proficiency in multilingual development. In a number of studies in the Austrian and South Tyrolean context multilingual awareness has turned out as core factor in both learning and teaching. These studies show that multilingual awareness has to be trained in multilingual pedagogical approaches, in order to foster multilingualism.
