Language awareness in the classroom

Enhanced descriptions from Syndetics:

Language Awareness in the Classroom addresses the central educational question of the impact that explicit language knowledge has on learning and language learning.

A substantial Introduction defines the issues and key concepts and relates them to contemporary educational policy and practice in Europe and internationally. The papers are organised into four thematic sections: the extent and nature of language awareness in teacher education; school-based language awareness programmes; tertiary education initiatives and modes of evaluation of language awareness programmes.

Table of contents provided by Syndetics

• The Contributors
• Preface
• Acknowledgements
• Section I Introduction
• 1 The scope of Language Awarness
• Section II Language Awareness in teacher training and education
• 2 Language Awareness in teacher education
• 3 Teacher's views of language knowledge
• 4 Linguistic diversity and Language Awareness: the views of primary school teachers
• 5 Language Awareness in teacher education programmes for non-native speakers
• 6 Language Awareness and second language development
• Section III Language Awareness in schools
• 7 Language Awareness and the teaching of English language in the upper secondary school
• 8 Old problems and new solutions: LA work in GCSE foreign language classrooms
• 9 Authentic texts, pedagogical grammar and Language Awareness in foreign language learning
• 10 The potential of Language Awareness as a focus for cross-curricular work in the secondary school
• 11 Switching off: learners' perception of the appropriacy of input
• 12 Learners' awareness of their learning
• Section IV Language Awareness at tertiary level
• 13 Consciousness-raising about the writing process
• 14 Language Awareness and EAP courses
• 15 Talking about learning: establishing a framework for discussing and changing learning processes
• 16 Language Awareness on area studies degrees
• 17 Language Awareness and the computer
• Section V Evaluation of Language Awareness
• 18 Evaluating the effectiveness of an LA course
• 19 The effect of explicit instruction on the acquisiton of English grammatical structures by Chinese learnersvZhou Yan-Ping
• 20 A Brazilian view of LA
• 21 Language learning and Linguistic Awareness: the relationship between proficiency and acceptability judgements in L2
• Section VI Conclusion
• 22 Language Awareness: a way ahead
• Composite bibliography
• Index