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Researching and Developing Teacher Language Awareness

Developments and Future Directions

  • Chapter
International Handbook of English Language Teaching

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 15))

Abstract

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.

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Authors and Affiliations

  1. The University of Hong Kong, China

    Stephen Andrews

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  1. Stephen Andrews
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Editor information

Editors and Affiliations

  1. Ontario Institute for Studies in Education, Canada

    Jim Cummins

  2. The University of Hong Kong, China

    Chris Davison

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Andrews, S. (2007). Researching and Developing Teacher Language Awareness. In: Cummins, J., Davison, C. (eds) International Handbook of English Language Teaching. Springer International Handbooks of Education, vol 15. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-46301-8_63

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