Journal articles: 'Teacher language awareness'

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Komorowska, Hanna. "Teacher language awareness or language teacher awareness?" Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (June 30, 2022): 125–40. http://dx.doi.org/10.14746/gl.2022.49.1.08.

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The paper outlines the development of the concept of awareness across various academic disciplines and examines terminological problems involved in analysing human cognition. Approaches to awareness in philosophy, developmental psychology, neuroscience and linguistics are discussed, as well as the career of the concept in Second Language Acquisition and Foreign Language Teaching (SLA / FLT). Learners’ and teachers’ language awareness is presented as a basis for the enrichment of the awareness concept by a number of psychological, sociological and pedagogical factors. Special attention is given to neglected aspects of teacher awareness, such as awareness of learners’ thinking processes and teachers’ awareness of classroom decision-making. Implications are sought for pre-service teacher education.

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Andrews, S. "Teacher Language Awareness." ELT Journal 62, no. 3 (April 17, 2007): 322–24. http://dx.doi.org/10.1093/elt/ccn033.

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Andrews, Stephen J. "Teacher language awareness and language standards." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 39–62. http://dx.doi.org/10.1075/japc.12.1.04and.

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As demand for proficient English speakers increases worldwide, there is growing concern about the standard of English achieved by students during their schooling. With English teachers (rightly or wrongly) receiving much of the blame for a perceived decline in language standards, policy-makers are increasingly interested in the language-related competencies of English teachers: both their language proficiency (or ‘communicative language ability’, CLA) and their ‘knowledge about language’ (or Teacher Language Awareness, TLA). As a result, the assessment of English teachers’ language-related competencies has become more widespread. In any attempt to measure those competencies, however, several important interrelated issues have to be confronted. Some relate to the precise nature of the knowledge/awareness that English teachers have of the language they teach, and the difficulties inherent in setting/measuring standards of Teacher Language Awareness. Others concern the language model(s) of which English teachers are expected to be aware, and about which teachers themselves feel they should be aware. The present paper examines some of these issues. It begins by exploring the nature of TLA, and some of the challenges in TLA measurement. It then considers questions relating to the varieties of English which form models for TLA, with particular reference to Hong Kong.

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Argaman, Osnat, and Vered Vaknin-Nusbaum. "Language Awareness of Teacher Trainees." Journal of Language Teaching and Research 7, no. 1 (December 31, 2015): 9. http://dx.doi.org/10.17507/jltr.0701.02.

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Wuryaningrum, Rusdhianti, Arju Muti'ah, and Arief Rijadi. "Listening: Teacher Language Awareness (TLA)." International Journal of Social Sciences and Humanities Invention 9, no. 04 (April 4, 2022): 6874–78. http://dx.doi.org/10.18535/ijsshi/v9i04.01.

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Critical listening merupakan bagian yang terpenting dalam pembelajaran. Guru memiliki tanggung jawab meningkatkan keterampilan berpikir kritis melalui proses pembelajaran di kelas. Critical listening berperan besar dalam, (1) melatih siswa melakukan aspek keterampilan berpikir kritis, (2) disposisi, (3) dan berkomunikasi secara etis dan layak. Guru dengan tanggung jawab tersebut perlu fokus dan memiliki TLA. Dengan TLA, critical listening akan diakusisi siswa dengan cara alami. TLA dapat dilakukan dengan analogi, ekspresi, dan ilustrasi. Ketiga hal tersebut merupakan bentuk realisasi PCK. Dengan pemahaman prosedur critical listening guru mengidentifikasi TLA yang dilakukan sebagai bagian dari PCK. Keywords: Critical listening, Teacher language-awareness, Pedagogical Content-Knowledge

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Llurda, Enric. "A Review of “Teacher language awareness”." Language Awareness 19, no. 4 (December 21, 2010): 323–26. http://dx.doi.org/10.1080/09658416.2010.528218.

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Bonness, Dania Jovanna, Sharon Harvey, and Mari Skjerdal Lysne. "Teacher Language Awareness in Initial Teacher Education Policy: A Comparative Analysis of ITE Documents in Norway and New Zealand." Languages 7, no. 3 (August 4, 2022): 208. http://dx.doi.org/10.3390/languages7030208.

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Dramatically increased population flows since at least the 1980s, primarily through economic migration and refugee resettlement, have brought considerable ethnic and linguistic diversity to classrooms around the world. This diversity has been amplified by the rising recognition of in-country indigenous and minority languages. In such plurilingual learning environments, teachers require sophisticated language education skills. They need to be able to teach the dominant language/s across the curriculum, support plurilingual learners, and often teach foreign or additional languages. One conceptual lens through which to analyse the presence of these competencies in current teacher education policy is that of language awareness. While this term originally referred to the raising of student awareness of features and functions of language, it now incorporates knowledge about flexible languaging practices. Through a comparative analysis of the two key teacher education policy documents in Norway and New Zealand, we have investigated how the concept of teacher language awareness is incorporated in high-level policy documents pertaining to ITE in these two countries and how these converge and diverge in their treatment of language awareness. Our in-depth comparison of these important educational policies urges both jurisdictions, as well as others, to be aware of local particularities and broader patterns in meeting the needs of teachers to be plurilingually aware and equipped for 21st-century classrooms.

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Wu, Baiyinna. "English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context." Chinese Journal of Applied Linguistics 45, no. 3 (August 1, 2022): 416–32. http://dx.doi.org/10.1515/cjal-2022-0308.

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Abstract Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnaire and teacher interviews. The results indicate that English teachers hold positive attitudes to multilingual awareness in general; however, there are belief differences between Mongolian and Han teachers; there exist discrepancies between English teachers’ beliefs about multilingual awareness and their teaching practice, and social-cultural environment, family language policy, teacher identity, learning experience, teaching materials, and, more importantly, teachers’ lack of awareness of fostering learners’ multilingual awareness lead to the discrepancies. The present research highlights the necessity of raising teacher awareness of cultivating multilingual awareness in future teacher development and emphasizes the significance of exploring the potential cognitive advantages of multilingualism in promoting L3 learning and developing English learners’ multilingual competence in the EFL context in China.

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Borg, Simon. "Language awareness as methodology: Implications for teachers and teacher training." Language Awareness 3, no. 2 (January 1994): 61–71. http://dx.doi.org/10.1080/09658416.1994.9959844.

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Lindahl, Kristen, Laura Baecher, and Zuzana Tomaš. "Teacher language awareness in content-based activity design." Journal of Immersion and Content-Based Language Education 1, no. 2 (June 28, 2013): 198–225. http://dx.doi.org/10.1075/jicb.1.2.03lin.

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With extensive numbers of English learners in public schools worldwide, content-based language instruction (CBI) is prevalent in the preparation of second language (L2) teaching professionals. This study investigated how aspects of Teacher Language Awareness (TLA) manifest as pre-service L2 teachers develop lesson plans for CBI contexts. The authors examined the interplay between three factors: the participants’ perceived utility of their teacher preparation coursework, the participants’ ability to identify language demands in a content-area text, and the types of pedagogical activities participants suggested for subsequent CBI lessons. Descriptive and qualitative data were obtained by combining a survey with a constructed lesson-planning task. Findings yielded paradoxical results pertaining to participants’ perceptions of language-focused coursework and their ability to apply TLA during CBI lesson plan development.

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Wang, Congcong. "From Preservice to Inservice." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 2 (April 2015): 1–21. http://dx.doi.org/10.4018/ijcallt.2015040101.

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Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

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Wright, T. "Language awareness: a missing link in language teacher education?" ELT Journal 47, no. 4 (October 1, 1993): 292–304. http://dx.doi.org/10.1093/elt/47.4.292.

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Lindahl, Kristen, and Kathryn I. Henderson. "The intersection of language ideologies and language awareness among in-service teachers of emergent bilinguals." Journal of Immersion and Content-Based Language Education 7, no. 1 (February 28, 2019): 61–87. http://dx.doi.org/10.1075/jicb.17024.lin.

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Abstract Important components of the teacher knowledge base are how aware a teacher is of language (including how it is acquired and best taught), as well as their language ideologies. Because a combination of ideologies and awareness may guide many pedagogical decisions, this mixed-methods sequential explanatory study explored prevalent language ideological orientations of educators in a dual language immersion (DLI) context, their degrees of Teacher Language Awareness (TLA), and the relationship between the two. Findings revealed that participants with high degrees of TLA oriented significantly more positively towards additive language ideologies, while educators with low degrees of TLA were significantly more likely to orient toward deficit ideologies. Data from cases representing high and low degrees of TLA provide an in-depth view of the relationship between teachers’ TLA and ideologies in practice. This study extends an understanding of how language awareness and ideologies interact, along with implications for pre- and in-service teacher professional development.

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Lindahl, Kristen, and Laura Baecher. "Teacher language awareness in supervisory feedback cycles." ELT Journal 70, no. 1 (September 18, 2015): 28–38. http://dx.doi.org/10.1093/elt/ccv047.

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Borg, Simon. "Language teacher research engagement." Language Teaching 43, no. 4 (August 23, 2010): 391–429. http://dx.doi.org/10.1017/s0261444810000170.

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The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers’ practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activities are, however, limited and diffuse. This review examines the available evidence on research engagement in language teaching and discusses this in relation to the educational literature more broadly. The analysis presented here highlights both the benefits and the challenges that are associated with teacher research engagement, and sheds light on why teacher research remains largely a minority activity in the field of language teaching. It also illustrates the complex relationship between research knowledge and what teachers do, and considers the implications of this relationship for the contribution that reading research can make to teachers’ professional activities. The paper concludes by outlining a number of conditions which facilitate teachers’ attempts to engage both in and with research. An awareness of these conditions is fundamental to the success of initiatives which aim to promote language teacher research engagement.

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Xu, Daozhi, and Gary James Harfitt. "Teacher language awareness and scaffolded interaction in CLIL science classrooms." Journal of Immersion and Content-Based Language Education 7, no. 2 (September 25, 2019): 212–32. http://dx.doi.org/10.1075/jicb.18023.xu.

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Abstract Teacher language awareness (TLA) constitutes the teacher’s self-reflective knowledge about the operation of language systems in pedagogical practices. This study focuses on teachers’ understanding of learning of language and learning through language in Content and Language Integrated Learning (CLIL) contexts, exploring how teachers proceduralise their knowledge of language to facilitate science learning in Hong Kong. By analysing the reflective relationship between TLA and scaffolding strategies of two teachers (students n = 31; 32) during a set of lessons in a secondary school, this paper suggests that it is critical to re-orient the TLA focus from teachers to the act of learning and learners’ needs. This expanded conceptual framework of TLA sheds light on how to transform teachers’ implicit knowledge of language into explicit awareness of scaffolding in class. The TLA-filtered, scaffolded interactions can therefore promote the use of language not merely for pedagogical purposes but also as a cognitive learning tool.

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Andrews, Stephen. "Metalinguistic awareness and teacher explanation." Language Awareness 6, no. 2-3 (January 1997): 147–61. http://dx.doi.org/10.1080/09658416.1997.9959924.

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Nikula, Tarja. "Teacher talk reflecting pragmatic awareness." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 12, no. 4 (December 1, 2002): 447–67. http://dx.doi.org/10.1075/prag.12.4.03nik.

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This paper approaches classroom interaction from a pragmatic perspective. More specifically, it concentrates on how pragmatic awareness is reflected in the use of modifying elements of talk by two teachers (both non-native speakers of English), and how their use of modifiers affects the ongoing interaction. The data come from two different classroom settings where English is either the object or the medium of study. The findings reveal an overall tendency towards directness in the teachers’ performance that is affected in complex ways both by the institutional context and the teachers’ status as nonnative speakers. The findings also suggest a need for future research to analyse classrooms as social contexts in their own right and with their own pragmatic constraints which may not correspond to those of everyday discourse in other settings.

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Thomas, Andrew L. "Communicative grammar awareness development in language education." Australian Review of Applied Linguistics 11, no. 1 (January 1, 1988): 121–33. http://dx.doi.org/10.1075/aral.11.1.10tho.

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Abstract The ambiguity in the title is meaningful in the following way: ‘Communicative Grammar’ describes the relationship between the rules of grammar and the pragmatic principles of communication. ‘Communicative Development’ of awareness of this relationship is a procedure which involves learners in solving problems of communicative grammar, as an individual, group and class activity. Learners for whom this procedure is most appropriate include advanced students of language, language teachers and language teacher educators, rather than language learners, whose need is to acquire language competence rather than awareness. The paper describes, exemplifies and justifies the process and the product.

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Xia, Saihua. "Developing Awareness of Questioning Strategies for Second Language Learner Teachers." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 853. http://dx.doi.org/10.17507/jltr.1106.01.

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Asking varying levels of questions within the cognitive domain is not an innate skill, which is especially true with English as a second language learner teachers. To develop their awareness of teacher questioning strategies, an eight-week quasi-experimental study, designed based on the Revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001) has explicitly taught participants (N=14) questioning strategies of asking varying levels of questions and Divergent Questions through intense restructuring activities and a Question-Question Game. Pre-and post-tests, and pre-and post-questionnaires, including question journals, are administered. The results, compared with the control group (N = 7) using paired-samples t tests show that explicit instruction has developed participants' awareness of formulating levels and varieties of questions. Participants have significantly (t(13) = 3.67, p < .05) asked more higher order questions such as Analysis Questions. They have also significantly (t(13) = -2.85, p < .05) reduced lower order questions such as Understand Questions resulting from the promoted awareness of their existing strategies. Analysis of the qualitative data provides supporting evidence, further indicating specific questioning levels and cognitive processes for which L2 learner teachers lack awareness. This study is the first one that has experimentally taught L2 teacher questioning through the Revised Taxonomy and opens new directions for teacher training.

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Vettorel, Paola, and Sara Corrizzato. "Fostering awareness of the pedagogical implications of World Englishes and ELF in teacher education in Italy." Studies in Second Language Learning and Teaching 6, no. 3 (September 29, 2016): 487–511. http://dx.doi.org/10.14746/ssllt.2016.6.3.6.

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Teacher education represents an essential step to raise awareness of the sociolinguistic changes brought about by the current pluralization of English and by its lingua franca role. Within the pre-service teacher education programs run at the Department of Foreign Languages and Literatures, University of Verona, Italy, part of the English language course focused on issues related to World Englishes (WE) and English as a lingua franca (ELF), aiming at fostering awareness of and active reflection upon their pedagogical implications. After taking into consideration recent developments in WE- and ELF-aware teacher education, we will report on findings from a research study involving trainee teachers attending the aforementioned courses for English in academic years 2012-13 to 2014-15. The main aim of the study has been to investigate whether, how and to what extent trainee teachers’ pedagogical knowledge and reasoning about a WE and ELF-informed perspective in teaching practices may undergo a change after attending these courses. Drawing upon different sets of data (questionnaires, reflections in e-learning discussion forums, interviews and final reports), the trainees’ increased awareness of and readiness to include a WE- and ELF-informed didactic approach after attending the course will be discussed, together with implications for foreign language teacher education.

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Smeins, Engelina Maria, Kirsten Wildenburg, and Joana Duarte. "The Use of Digital Tools in Pre-Service Teachers’ Professional Development Towards Linguistic Diversity in Primary Education." Sustainable Multilingualism 21, no. 1 (December 1, 2022): 166–96. http://dx.doi.org/10.2478/sm-2022-0017.

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Summary As language diversity in education gradually increases, several challenges for primary school teachers arise. According to previous studies, there are not many adequate teacher training programs that prepare teachers in linguistically diverse classrooms and, therefore, teachers that teach pupils with linguistically/culturally diverse backgrounds highly depend on their own engagement with plurilingualism. This shows the need for initial plurilingual(-oriented) pre-service teacher training and in-service teachers’ continuing professional development that focus on acquiring language awareness and obtaining strategies for promoting and recognizing linguistic diversity in the classroom. In addition, most teachers feel the need for further professionalization and tools to help them manage and acknowledge the diversity in their classrooms. Through a pre-post-intervention design, this study examined a) the effects of digital tools for teacher professionalization for plurilingual education on pre-service teachers’ attitudes and knowledge, and (b) how AR-games can be used to further language awareness and openness towards plurilingualism of pre-service teachers and their pupils. The participants reported that the digital tools contributed to their knowledge of linguistic diversity in the classroom, as well as ways to implement plurilingualism in their teaching practices and further language awareness.

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Milovanova, L. A., and V. A. Tsybaneva. "FOREIGN LANGUAGE TEACHERS’ LINGUISTIC AND CULTURAL AWARENESS: WAYS OF DEVELOPMENT." Educational Psychology in Polycultural Space 58, no. 2 (2022): 60–71. http://dx.doi.org/10.24888/2073-8439-2022-58-2-60-71.

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Today the development of professional standards aimed at teachers of foreign languages and requirements applied to the level of professional competence are both greatly discussed. It is obvious that new approaches are needed in order to form professional courses which focus on enriching language and cultural awareness of school teachers of foreign languages. Following the changes of educational system in general and taking into account the growth of information and communication technologies and their impact on educational teacher-training courses, the digital environment should be considered as the most appropriate for the teachers’ professional development. Defining the learning style of the teachers and analysing the results of some questionnaires, the methodological approaches to the course have been chosen and described as a combination of the leaner-centered approach (for language teachers), communicative approach, Kolb’s learning styles model and digital learning. Some difficulties the language teachers usually face are vocabulary, fluency, in which non-native English teachers are in a disadvantage, grammar and listening and reading skills due to the lack of practice. To meet the language teachers’ expectations some actions such as supplementation the language teachers with appropriate amount of practice of receptive and productive skills, usage of discourse analysis to advance the teachers’ linguistic skills and enlarging their socio-cultural information with the help of texts for reading and listening are to be done. Moreover, the course includes elements of test tasks in the format of tasks of the unified state exam in English, as well as several international exams of the appropriate level. In the process of studying according to the course program, foreign language teachers increase the level of linguistic and cultural competence by working with texts containing material of a linguistic and cultural orientation. The results of final test and evaluation prove the effectiveness of the proposed and further described ideas.

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Telles, João A. "TEACHERS’ ACCOUNTS OF LANGUAGE VARIATIONS." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 14, no. 1 (February 1998): 87–120. http://dx.doi.org/10.1590/s0102-44501998000100005.

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This paper focuses on teachers' stigmatizing perspectives of their students' nonstandard varieties of Portuguese. Theoretically, the study was grounded on Personal Construct Psychology, Perspective Transformation in Teacher Education, Transformative Bidialectalism and Critical Language Awareness. The objectives were to jointly access and assess the teachers’ implicit theories about nonstandard language and to verify to what extent these theories affected their classroom pedagogy. My research questions turned to how the participating teachers understood nonstandard language; and to how their understandings are reflected on their language teaching. The viewing of the teachers’ videotaped classes and Repertory Grid activities inspired reflective conversations with the two teacher participants on their language and classroom experiences. These conversations were audio-recorded, transcribed and their analysis followed the thematizing approach of Hermeneutic Phenomenology. The study revealed teachers’ implicit theories about language variation defining pedagogies based on deficit and standard grammar perspectives. These pedagogies are in constant interaction with the teachers’ lived experiences, the contextual restrictions of schools and the limitations of teacher education programs.

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Martín del Pozo, María Ángeles. "An approach to CLIL teacher language awareness using the Language Triptychh." Pulso. Revista de educación, no. 39 (October 30, 2016): 141–57. http://dx.doi.org/10.58265/pulso.5082.

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La formación del Profesorado para CLIL es una de los mayores retos a los que se enfrentan la teoría y la práctica CLIL. Este trabajo intenta contribuir a este ámbito por medio de un ejemplo de análisis de necesidades de formación de profesorado en lo que respecta a requisitos lingüísticos para la enseñanza de contenidos en inglés. El marco teórico que subyace en esta propuesta es el Language Triptych (Coyle et al., 2010) y la dicotomía BICS/CALP (Cummins, 1984). Se administraron cuestionarios de preguntas abiertas a seis de los profesores participantes en una titulación bilingüe de la Universidad de Valladolid y se realizaron entrevistas informales. Las referencias a aspectos lingüísticos que aparecen en sus respuestas se clasifican según los tres elementos del Language Triptych (la lengua del /para / a través del aprendizaje) o la distinción BICS /CALP. Los profesores muestran una conciencia lingüística básica que puede percibirse en sus reflexiones. El trabajo concluye con una propuesta de contenidos lingüísticos que, según los datos analizados, parece ser adecuada para una actualización lingüística de los que van a iniciarse en docencia CLIL.

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Tavoosy, Yoones, and Reza Jelveh. "Language teaching strategies and techniques used to support students learning in a language other than their mother tongue." International Journal of Learning and Teaching 11, no. 2 (May 31, 2019): 77–88. http://dx.doi.org/10.18844/ijlt.v11i2.3831.

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This research attempts at exploring language teaching strategies and techniques that can be used in classroom settings to improve student learning in a language other than their native languages. This paper aims to investigate the previous research on models of learning and raise teacher awareness of language learning and create a resource bank of language teaching strategies, ideas and techniques for teachers to use when implementing units of inquiry. Keywords: Language teaching, learning strategies and techniques, mother tongue, student learning.

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Karatepe, Çigdem. "Pragmalinguistic Awareness in EFL Teacher Training." Language Awareness 10, no. 2-3 (November 2001): 178–88. http://dx.doi.org/10.1080/09658410108667033.

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Fürstenberg, Ulla, Tom Morton, Petra Kletzenbauer, and Margit Reitbauer. "“I Wouldn’t Say There Is Anything Language Specific”: The Disconnect between Tertiary CLIL Teachers’ Understanding of the General Communicative and Pedagogical Functions of Language." Latin American Journal of Content & Language Integrated Learning 14, no. 2 (June 14, 2022): 293–322. http://dx.doi.org/10.5294/laclil.2021.14.2.5.

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CLIL teachers, particularly in tertiary “hard” CLIL settings, tend to underestimate the role of language for developing conceptual understanding of new content. Nevertheless, they consistently engage with English outside the classroom and even report a variety of activities that they carry out in English with the explicit hope that this will improve their language skills. However, they do not seem to develop transfer strategies that would allow them to benefit from this language engagement in their teaching. The results of a nation-wide study on CLIL teacher wellbeing in Austria confirmed this disconnect, prompting our present follow-up study, which aims to combine teacher training and research and to raise tertiary CLIL teachers’ levels of Teacher Language Awareness (TLA). By means of an online questionnaire, class observations and stimulated recall interviews, we explored teachers’ conceptualization of language, specifically their awareness of the language needed for effective content teaching. Results suggest that research-based TLA coaching must be part of CLIL teacher training to resolve the disconnect between the general communicative functions of language, on the one hand, and the pedagogical functions of language, on the other hand. This can help teachers unlock the potential of their existing language engagement for improving their classroom discourse and practices.

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Perevertkina, Marina. "Developing classroom mediation awareness and skills in pre-service language teacher education." CEFR Journal - Research and Practice 2 (June 10, 2020): 25–39. http://dx.doi.org/10.37546/jaltsig.cefr2-2.

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The introduction of mediation as the fourth mode of communication into the CEFR has the potential to revolutionise language teaching. The development of teachers’ competence in this area has become a challenge for teacher training. The paucity of curricula and courses aimed at developing pre-service teachers’ awareness and competence in mediating communication has motivated this research, and the article is intended to serve two main purposes, namely, to identify mediation activities performed by in-service teachers and to outline strategies of training preservice teachers. Research methodology included both qualitative analysis of 15 video-recorded lesson transcripts and quantitative analysis of a survey of 100 pre-service teachers of English in Russia. The lessons by Russian in-service teachers of English were analyzed to find evidence of classroom mediation and the survey was conducted to discover their familiarity with the CEFR and to elicit their views on the changes needed in teacher training after the appearance of the CEFR Companion Volume. The results indicate that communicating ideas and concepts lies at the core of classroom interaction, and thus special training is needed for language teachers to perform it. The practical implications of this study include a sample of piloted tasks for various proficiency levels aimed at facilitating the pre-service teachers’ awareness of mediation and the ability to perform it in the classroom.

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Andrews, Stephen. "Teacher Language Awareness and the Professional Knowledge Base of the L2 Teacher." Language Awareness 12, no. 2 (June 2003): 81–95. http://dx.doi.org/10.1080/09658410308667068.

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He, Peichang, and Angel M. Y. Lin. "Becoming a “language-aware” content teacher." Journal of Immersion and Content-Based Language Education 6, no. 2 (October 23, 2018): 162–88. http://dx.doi.org/10.1075/jicb.17009.he.

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Abstract Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign language education and content-based/CLIL education (Andrews, 2007; Lindahl & Watkins, 2015; Andrews & Lin, 2017), this paper argues that effective teaching of academic content in an L2 requires a special kind of teacher knowledge that goes beyond simple addition of content knowledge and Knowledge About Language (KAL). Through an ethnographic case study, the researchers investigated the development of a science teacher’s TLA and teacher identity through her participation in a school-university collaborative project. Based on analysis of data from classroom observations, interviews, and lesson video stimulated commentaries, the researchers have developed a model focusing on CLIL teacher professional development as a collaborative, dynamic and dialogic process, where both teachers and teacher educators (TEs) are co-developing their knowledge and expertise in CLIL.

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Zaidi, Rahat. "Dual-Language Books: Enhancing Engagement and Language Awareness." Journal of Literacy Research 52, no. 3 (July 16, 2020): 269–92. http://dx.doi.org/10.1177/1086296x20939559.

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This collaborative action research project in Alberta, Canada, explored how dual-language books (DLBs) can foster literacy instruction and learner engagement through language awareness. Canada’s changing demographics have resulted in mother tongue diversity and many urban schools identifying at least 25% of students as being English language learners, making it crucial to include a mix of languages in classroom interactions to engage all learners. The case study combined prereading linguistic prompts with a reading of 10 DLBs, one each week, by guest readers in Urdu, Tagalog, and Spanish, alongside the teacher reading in English. Video recordings and surveys collected data on the teacher’s, guest readers’, and learners’ reflections on the experience. Findings indicate that regardless of the learners’ linguistic heritage or English language competence, the DLBs offered a unique support for literacy engagement while fostering a focus on language awareness, reading strategies, and higher order engagement with text.

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Forteza Fernandez, Rafael F., and Maria del C. Batista Gonzalez. "Language and Cultural Awareness of a Non-Native ESP Teacher." Integration of Education, no. 1 (March 29, 2019): 23–36. http://dx.doi.org/10.15507/1991-9468.094.023.201901.023-036.

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Introduction. The relation between culture and language is a central issue in foreign language teaching and research where the need to give cultural content the same value as language content and language skills has been stressed. However, conceptualization of teacher language awareness, by focusing largely on formal aspects of language, largely neglects culture as a component of teacher cognition. This paper expands the category of ESP-teacher language awareness suggesting the inclusion of cultural awareness as a separate component of teacher cognition. This concept extension actualizes ESP teaching in the situation shaped by unprecedented mobility and intercultural contacts. Materials and Methods. The historic-logical method was used to determine shortcomings of pedagogical experience and the need to teach culture in ESP. Grounded theory, as an inductive methodology, was utilized to generate conceptual expansion theoretically tied with research in medical and business communication as well as with data on population movement and international s cientific cooperation. Results. We defined ESP-cultural knowledge as a system comprising the permanent (know-that) and temporary (know-of) cultural manifestations in a society as well as how they are manifested through language (know-how). That system practical representation is exemplified in medicine and business English discourse. The study expands the structure of ESP-TLA, claiming the focus on cultural awareness as part of ESP discourse which fosters cultural-response education. Discussion and Conclusion. Such claim is pertinent to practitioners involved in the tourism industry, health care, economics, and academic activities such as research and development. This paper is relevant for teachers of English for Specific purposes in the fields mention ed above as well as for researchers engaged in analyzing the problems and methods of teaching a foreign language. However, because of the multiple manifestations and complexity of student motivation to get ESP course, the paper acknowledges the difficulties in addressing cultural content salient to all student s in class, an aspect meriting further research.

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Lankiewicz, Hadrian. "Developing procedural language awareness of the constructionist nature of knowledge and language among prospective L2 language teachers." Neofilolog 1, no. 43/1 (September 4, 2019): 67–80. http://dx.doi.org/10.14746/n.2014.43.1.6.

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While teacher feedback has got a long established tradition in pedagogic or educational discourse as a form of reflection, it has to be noticed by students to result in raised awareness. Apprehension of teacher feedback depends on its various characteristics such as salience, length, complexity or linguistic features (Swain, 2006a). Thereby its value may be too much engrained in the positivist paradigm of knowledge and language. Sociocultural approaches to learning, resting firmly on constructivist theories of knowledge and interactive theories of language, underscore the centrality of the learner. The agency of the learner places reflection in the form of talks (Moate, 2011) or languaging (Swan, 2006a). The aim of this paper is to present a microgenetic analysis of languaging on the concept of “noticing” (Schmidt, 1990) in teacher training during a methodology class. The working hypothesis is the claim that reflection, in the form of substantiated thinking, presents a potential for developing procedural dimension of teacher language awareness.

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Mazlaveckiene, Gerda. "CONCEPTUALISATION OF CULTURE PHENOMENA BY PRE-SERVICE TEACHERS OF FOREIGN LANGUAGES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 271. http://dx.doi.org/10.17770/sie2017vol1.2330.

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Cultural awareness has become the centre of modern language education that reflects a greater understanding of the inseparability of language and culture, as well as the need to train students for intercultural communication in the globalised world. Realising it or not, language teachers cannot avoid conveying impressions of another culture: language cannot be separated from the culture in which it is embedded\. Therefore, while training a future teacher of a foreign language it is essential to develop his/her cultural awareness, i.e. the knowledge and understanding of the conventions, customs and beliefs of another culture, as well as abilities to interpret, relate and provide critical judgement of one’s native and foreign cultures. Hence, the current article focuses on the conceptualisation of culture phenomena of pre-service teachers of foreign languages. It presents the results of a questionnaire survey conducted at five universities of Lithuania in 2014. The research sample involved 504 pre-service teachers of foreign languages (English, German, French, Polish and Russian), who completed a questionnaire survey consisting of both closed-ended and open-ended questions. The future teachers’ conceptualisation of culture was analysed as twofold: perception and awareness of culture forms of the countries of the native and target languages, as well as their involvement in cultural activity.

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Dagarin Fojkar, Mateja, and Darija Skubic. "Pre-Service Preschool Teachers’ Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia." Center for Educational Policy Studies Journal 7, no. 4 (December 22, 2017): 85–104. http://dx.doi.org/10.26529/cepsj.365.

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The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper present some models of initial and in-service training of preschool foreign language teachers in Slovenia. As learners’ beliefs about language learning have been considered an important variable, like many other individual differences in language learning, the main aim of the research was to determine pre-service preschool teachers’ beliefs about early foreign language learning. The research was conducted on a sample of 90 pre-service preschool teachers. The results imply that future preschool teachers are aware of the importance of foreign language learning and their awareness raises with the year of study. The results of the survey indicate that it would be beneficial to include early foreign language teacher training in the education of preschool teachers who are willing to teach foreign languages in kindergartens in Slovenia and elsewhere.

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Hismanoglu, Murat. "Does English Language Teacher Education Curriculum Promote CEFR Awareness of Prospective EFL Teachers?" Procedia - Social and Behavioral Sciences 93 (October 2013): 938–45. http://dx.doi.org/10.1016/j.sbspro.2013.09.307.

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Monareng, Rakwena Reginald Mph. "The Critical Language Awareness Perspective within the English Second Language Teacher Development." International Journal of the Humanities: Annual Review 5, no. 1 (2007): 67–74. http://dx.doi.org/10.18848/1447-9508/cgp/v05i01/43467.

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Milawati, Milawati. "PROMOTING GRAMMATICAL AWARENESS IN ENGLISH LANGUAGE TEACHING: ESP CONTEXT." Prosodi 15, no. 1 (April 24, 2021): 85–90. http://dx.doi.org/10.21107/prosodi.v15i1.10490.

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Recently, English Specific Purposes is taking a crutial issue to be considered. Since the implementation of ESP is apropriate to the need of its studies, the English skills which required by students is getting growth. Indeed, grammar as one of language components which supports the language skills also changing as its usage. However, the implementation of the grammar usage in ESP, is not really proper to its context. This paper presents the possibilities factors behind its unproper usage and also some activities which raises students’ grammar awarenes . By knowing more about those issue will not only help the teacher to lead the students more effectively and properly in using the grammar, but it will also provide the teacher with a means of evaluating the teaching learning process and help the teacher to produce activities that will actually motivate the students to learn. Keywords: Grammatical Awareness, ESP, English Language Teaching

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Daryai-Hansen, Petra, Samúel Lefever, and Inta Rimšāne. "Teachers' Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach." International Journal of Bias, Identity and Diversities in Education 4, no. 2 (July 2019): 28–42. http://dx.doi.org/10.4018/ijbide.2019070103.

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This article will present findings from the DELA-NOBA project. During the project, quantitative and qualitative data from the participating teachers from pilot schools in Denmark, Estonia, Finland, Iceland, Latvia, Lithuania, and Sweden were collected to investigate the participating teachers' attitudes, knowledge and skills and experiences of using language awareness activities in teaching. Based on teacher cognition as theoretical and methodological framework, the authors will present data from the teachers' survey at the beginning of the project, the teachers' interim survey and the focus group interviews at the end of the project.

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Egitim, Soyhan. "Practical and Theoretical Implications of Teachers’ Prior Language Learning Experiences for Their Teacher Identity Development." International Journal of Applied Linguistics and English Literature 10, no. 4 (July 29, 2021): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.4p.1.

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This article describes the practical and theoretical implications of EFL teachers’ prior language learning experiences for their teacher identity development. Every language teacher possesses different values, beliefs, and underlying assumptions about teaching and learning. To a certain extent, these values, beliefs, and assumptions are shaped up by the language teacher’s prior language learning experiences. Thus, teachers who regularly examine these internal values, beliefs, and assumptions are able to identify their strengths and weaknesses. The awareness of self can help teachers develop a risk-taking attitude and experiment with different pedagogical approaches which can lead to creativity and pedagogical innovation in the classroom.

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Hamiloğlu, Kamile. "Integration of Technology Through Digital Portfolios in Transformative Foreign Language Teacher Education for Professional Development." European Journal of Language and Literature 9, no. 1 (June 10, 2017): 119. http://dx.doi.org/10.26417/ejls.v9i1.p119-119.

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Foreign language teacher education has been having a shift from a transmissive into a transformative and progressive perspective with which pre-service teachers (student teachers) have become more aware of their own learning, growth and progress since the beginnings of the 2000s, in particular. What transformative teacher education is designed for today is that a prospective teacher is to be aware of how they are learning to teach by themselves. Transformative teacher education focusses mainly on pre-service teachers’ awareness of how they are becoming a teacher and what is happening throughout their becoming since they can transfer all of that experience into their own future careers and their prospective students’ lives. With the integration of technology, we, teacher educators, have more opportunities today, to witness our student teachers’ (pre-service education teachers’) awareness situation and their stories of becoming teachers. Digital portfolios which provide them to save all of their written work as a digital copy throughout months, even years, help us be constant witnesses of their professional growth and development throughout the years they attend the faculty of education. This also gives way to make our evaluation from many different perspectives: we can see how they prepare their paper work as lesson plans, worksheets, reports, checklist and so on and besides, we can read their digital journals where they write their thoughts, opinions, ideas and feelings about their own practices, experience and learning, which would make their becoming stories a very humanistic cooperation and collaboration work. This paper intends to present a longitudinal research on the digital portfolio of pre-service (student) teachers of FLTE in a state university, İstanbul, Turkey for two years from 2015 to 2017. During their final years (year 4), approximately 120 student teachers kept a digital portfolio in which they saved their lesson plans, observation checklists, and teaching reports about and in a practicum course at the faculty and the practicum in primary and secondary schools in İstanbul. This paper evaluated the process and outcomes of these portfolios in terms of their contributions to the student teachers’ professional developments regarding pre-service teachers’ reported reflections. The results showed that the digital portfolios, especially their digital journals provided quite positive outcomes relevant to their awareness on their professional development.

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Alnwaiem, Ahmad F., Abdullah M. Alazemi, and Abdullah A. Alenezi. "Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English." English Language Teaching 14, no. 4 (March 30, 2021): 87. http://dx.doi.org/10.5539/elt.v14n4p87.

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The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

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Webster, Nina Lee, and Angela Valeo. "Teacher Preparedness for a Changing Demographic of Language Learners." TESL Canada Journal 28, no. 2 (June 21, 2011): 105. http://dx.doi.org/10.18806/tesl.v28i2.1075.

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English-language learners (ELLs) are becoming common in classrooms with Ontario’s escalating immigration trends. Elementary school teachers are increasingly becoming responsible for meeting the needs of linguistically diverse children. This qualitative study explores current teacher preparation practices through preservice teachers’ (PT) perspectives and explores how prepared primary-junior PTs are to teach ELLs in southwestern Ontario. Through a structured interview, six certified graduates shared descriptive experiences, knowledge, and beliefs. Findings indicate that although moving toward greater ELL awareness and inclusive mindsets, there is evidence that well-intentioned teachers lack the competence necessary for effective classroom practice.

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Leal, Priscila. "The Development of the Teacher Attitudes to Discrimination in Language Education Scale: A Measurement Tool of Critical Consciousness for Language Teachers." Education Sciences 11, no. 5 (April 24, 2021): 200. http://dx.doi.org/10.3390/educsci11050200.

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The purpose of this study is to develop a measurement instrument to be used as an assessment tool of teachers’ development of conscientização (i.e., critical consciousness), defined as an individual’s ability “to perceive social, political, and economic contradictions and to take action against the oppressive elements of reality”. After examining the different stages and components of conscientização, the author describes the process of generating initial items, determining the instrument’s format and content validity, and revising the instrument. An exploratory factor analysis (EFA) was conducted with a diverse sample of Teachers of English to Speakers of Other Languages (TESOL), resulting in four internally consistent factors: (a) teacher beliefs about schooling and emotions towards inequality, (b) teacher as activists, (c) teacher awareness of local educational context, and (d) content selection and teaching strategies in the classroom. Psychometric properties of the scale are included.

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Yu, Fengmei. "Study on EFL Teacher Questions at a University in China: Focusing on Question Types and Questioning Language." English Teachers Association in Korea 28, no. 4 (December 31, 2022): 47–66. http://dx.doi.org/10.35828/etak.2022.28.4.47.

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Considering that teacher questions are crucial input source in EFL setting, this research is a study on teacher questions in university classes in China. The purpose of the study is to find out the frequency of teacher question types and also, the influence of EFL teachers’ questioning language, English or Chinese, on students’ output in EFL classes. The participants in this study are five university teachers and 168 students in China. The study adopts mixed research methods: quantitative and qualitative methods. Classroom observation and questionnaires are used to collect the data with the help of online software Questionnaire Star. Cross-coding analysis was carried out. It is found that questions for comprehension check, display questions, and referential questions are widely used in EFL classrooms in China. Different question types have different functions and advantages, so it is suggested that EFL teachers use appropriate question types with awareness. Also, teacher questions using English results in higher English output from the students compared to questions asked in Chinese. Therefore, it is suggested that more English questions be used in EFL classroom instead of the students` mother tougue. Also, in-service teacher training on teacher questions is recommended.

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Kyei-Blankson, Lydia, and Mohamed Nur-Awaleh. "Shifting Teacher Cultural Awareness and Teaching through Study Abroad Experiences." International Journal of Multidisciplinary Perspectives in Higher Education 3, no. 1 (December 26, 2018): xx. http://dx.doi.org/10.32674/jimphe.v3i1.631.

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Preservice teacher study abroad experiences and its influence on cultural awareness and teaching is explored in this paper. Participants in this study include preservice teachers from a large teacher education program. Teacher reflections and one-on-one semi-structured interview data were gathered, transcribed, coded, and analyzed for themes. The preservice teacher responses show generally an overall positive study abroad experience. Through their study abroad experiences, the preservice teachers learned about a different culture, different customs and a different language. They also learned about how a different country’s school system works. One of the implications of this study is that we recommend that colleges’ of education as well as other colleges to develop a robust funding mechanism that include scholarships that will defray the cost of studying abroad, especially for underrepresented students. The finding and results from this study can be used as way to internationalize campuses. Indeed, preservice students in our data noted that they enjoyed their experience and gained cultural competence skills that will enhance their preservice teaching experiences.

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Lindahl, Kristen. "Teacher Language Awareness Development and Its Implications for New Educators." New Educator 15, no. 2 (October 30, 2018): 85–100. http://dx.doi.org/10.1080/1547688x.2018.1526356.

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Pomphrey, Cathy, and Suzanne Burley. "Teacher language awareness education and pedagogy: a new discursive space." Language Awareness 18, no. 3-4 (October 21, 2009): 422–33. http://dx.doi.org/10.1080/09658410903197314.

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Ainussamsi, Zehan Agustia, Arini Nurul Hidayati, Dede Pertamana, and Fuad Abdullah. "A Narrative Inquiry of an Indonesian Prospective Teacher’s Teaching Experiences: Probing Language Teaching Awareness." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (December 21, 2021): 2114–31. http://dx.doi.org/10.35445/alishlah.v13i3.842.

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This narrative inquiry aims at exploring the development of language teaching awareness experienced by a prospective teacher during teaching practicum. In this respect, the study provided insight for student-teachers to have a better understanding of their language teaching practice under certain kinds of circumstances. The participant of this study was a student-teacher majoring in English Education Department at Siliwangi University, Indonesia. She had already conducted a teaching practice in one junior high school in Tasikmalaya, West Java, within 2 months of teaching. The collected data from personal diaries written during the period of teaching, semi-structured interviews, and open-ended questionnaires were being processed qualitatively. The findings reported four primary themes emerging throughout the scrutiny of the development in language teaching awareness, namely (1) the dynamic feeling towards the language teaching practice, (2) the adaptability towards the language teaching activities in certain kinds of circumstance, (3) the ability to adjust with diverse teaching circumstances, (4) realization of the pedagogical implication of teaching beliefs and practices. Briefly stated, language teaching awareness explored through self-awareness can promote self-reflection, self-regulation, and self-evaluation.

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Journal articles on the topic 'Teacher language awareness'

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