Teacher language awareness (TLA) is receiving increased attention among researchers, teacher educators, and those responsible for quality assurance in language education. This chapter aims to summarize current thinking and research about TLA and to consider future directions for work in the area. Whilst acknowledging the need for TLA to encompass a broad awareness of language in communication, the chapter concentrates specifically on TLA as it relates to the language systems. The first section of the chapter outlines the nature of TLA and explores its potential significance in pedagogical practice. The next section examines the main research findings within TLA and also in interconnected areas such as L2
teachers’ cognitions about the linguistic content of their teaching. This is followed by an outline of
current approaches to the development of TLA in teaching English as a foreign language (TEFL)
programs. The chapter then considers issues of current debate, in particular the TLA of native-speaker (NS) and non-native-speaker (NNS) teachers, before concluding with a discussion of future directions in researching and developing TLA. |