The Language Awareness of the L2 Teacher: Its Impact Upon Pedagogical Practice

Unknown author

182 citations0/0 files storedLanguage Awareness

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

EFL/ESL Teaching and Learning Multilingual Education and Policy Second Language Learning and Teaching

Abstract

The paper sets out to examine the ways in which a teacher's language awareness affects their pedagogical practice. It begins by considering the relationship between teacher language awareness and pedagogical content knowledge (PCK), arguing that there is something unique about the PCK of the L2 teacher, because the content and medium of L2 instruction are so closely interrelated. A model is proposed, in which the L2 teacher's language awareness (TLA) is seen as a sub-component of PCK, forming a bridge between knowledge of subject matter and communicative language ability. The paper then considers the role in the instructed learning setting of the L2 teacher's TLA, with specific reference to grammar. Following Andrews 1999a, the impact of TLA is examined through its interaction with the three main sources of language input for learners: materials, other learners, and the teacher. The paper then offers an overview of the effects of TLA on pedagogical practice, and identifies various potential influences on the operation of any teacher's metalinguistic awareness. The paper concludes with discussion and illustration of one of these potentially influential factors, the teacher's engagement with content-related issues, drawing on data from an in-depth study of 17 L2 teachers (Andrews, 1999b).

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 182 citations exist upstream.

References

1985The Reflective Practitioner: How Professionals Think in Action 1984The reflective practitioner: How professionals think in action 1987Knowledge and Teaching:Foundations of the New Reform 1981Principles of Language Learning and Teaching 1991Fundamental Considerations in Language Testing 1986Paradigms and research programs in the study of teaching 2019Second Language Learning Theories 2013Second Language Learning Theories

Cited by

2003Teacher Cognition in Grammar Teaching: A Literature Review 2008Evaluating the Use of Corpus-based Instruction in a Language Teacher Education Context: Perspectives from the Users 2003Vocabulary profiles as predictors of the academic performance of Teaching English as a Second Language trainees 2013Grammar matters: How teachers' grammatical knowledge impacts on the teaching of writing 2016Teachers’ Professional Knowledge for Teaching English as a Foreign Language 2010

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.