Teacher Language Awareness and the Professional Knowledge Base of the L2 Teacher

By S. Andrews. 2003

200 citations recorded by the source corpus.

This paper provides an introduction to teacher language awareness (TLA) and a personal reconceptualisation of the relationship between TLA and other dimensions of teacher knowledge, revisiting issues discussed in Andrews (2001). In the first part of the paper, knowledge of subject matter is identified as the core of TLA. Given the increased recognition in education that subject-matter knowledge is a key element of teacher professionalism, it is argued that TLA should be seen as equally important for the teacher of language subjects. The middle part of the paper outlines a personal view of the nature and scope of TLA, focusing particularly on the link between knowledge about language (subject-matter knowledge) and knowledge of language (language proficiency), on the metacognitive nature of TLA, and on TLA as encompassing an awareness of language from the learner perspective. The latter part of the paper explores the link between TLA and the professional knowledge of the L2 teacher, drawing on two recent models of teacher knowledge (Tsui, 2003; Turner-Bisset, 2001), and examines the impact of TLA on pedagogical practice. Finally, the paper argues that TLA research and discussion could enhance our understanding of 'what makes our teaching language teaching' (Freeman & Johnson, 1998: 413).

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b37384d042c1a122b52b2c0bfb60f94b0ef6dbfc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. R. Ellis
2. S. Loewen
3. R. Lyster
4. Younghee Sheen
5. R. Erlam
6. Masatoshi Sato
7. Hossein Nassaji
8. Jenefer Philp

In Literature and Literary Theory

1. R. Ellis
2. S. Loewen
3. R. Lyster
4. R. Erlam
5. Jenefer Philp
6. Masatoshi Sato
7. Hossein Nassaji
8. Younghee Sheen

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).”
• Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (2009, background): “Focusing on utility, others have contrasted explicit and implicit knowledge in terms of ‘language-as-knowledge’ and ‘language-as-use’ (Macrory & Stone, 2000), or ‘knowledge about language’ and ‘knowledge of language’ (Andrews, 2003).”
• Teaching English through English: Proficiency, Pedagogy and Performance (2017, background): “Email: tiromoana1001@gmail.com commented more than a decade ago: ‘the burgeoning demand for English worldwide has led to a demand for teachers that can be met in the short term only by employing in that role significant numbers of people who lack the appropriate qualifications’ (Andrews, 2003: 82).”