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

By S. Andrews. 2001

188 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/00e1d1c4608b4c5b1688292065b9176f9d367caa

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Citations in the corpus

Evaluating the Use of Corpus-based Instruction in a Language Teacher Education Context: Perspectives from the Users (2008, background): “Andrews (2001) reports on how a teacher’s language awareness affects their pedagogical competence, and later (Andrews, 2003), how it is equally important as part of their subjectmatter knowledge (see also Brumfit, 1991; Wright, 1991).”
Teacher Cognition in Grammar Teaching: A Literature Review (2003, background): “One question here is whether these are distinct or just different names for the same thing (Andrews, 2001 contributes to this kind of discussion, for example, by positing relationships between teacher language awareness and knowledge of subject matter in language teaching).”
Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do (2003, unknown): “Andrews (2001) has also proposed ways in which general concepts such as subject matter knowledge might be related to those more speciﬁc to language teaching, such as teachers’ language awareness.”
Teachers’ Professional Knowledge for Teaching English as a Foreign Language (2016, background): “In the EFL classroom, teachers are required to be aware of their students’ language proficiency to align learning materials and activities (Gatbonton, 1999), which has been addressed as an issue of language awareness (Andrews, 2001).”
Teaching English through English: Proficiency, Pedagogy and Performance (2017, background): “Language-related knowledge of this kind has sometimes been referred to as ‘language awareness’ (Andrews, 2001) and this has traditionally referred to a teacher’s knowledge of language systems, particularly grammar.”
‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy (2003, background): “…has only been in the past 10 years, however, that teacher thinking has become an area of interest to researchers in language education (see, for example, Palfreyman, 1993; Johnson, 1994; Woods, 1996; Richards, 1996; Golombek, 1998; Borg, 1998, 1999a, 1999b; Andrews, 1999, 2001; Breen et al., 2001).”
Exploring Emotions in Language Teaching (2020, background): “It is very stressful (cited in Andrews, 2001: 76).”
Teacher Language Awareness and the Professional Knowledge Base of the L2 Teacher (2003, unknown): “The close connection between a teacher’s knowledge about language (i.e subject-matter knowledge), knowledge of language (i.e proficiency) and pedagogical practice has been discussed by a number of writers on L2 teacher education (see e.g. Andrews, 1999a, 2001; Wright & Bolitho, 1993, 1997).”