Language Awareness as a Pedagogical Target

Bibliographic Data

ID23720180
AuthorsAgneta M-L Svalberg
Year2026
Pages1-8
Publication date2026-03-26
Open AccessYes
TypeCHAPTER
VenueEncyclopedia of Applied Linguistics (SOURCE_BOOK)
PublisherWiley (PUBLISHER • GB)
DOI10.1002/9781405198431.wbeal20919
OpenAlexW7140574398
ISBN9781405198431
LanguageEN
References cited14

This entry discusses what a Language Awareness (LA) approach to language teaching is. As LA is an umbrella concept covering a wide range of conscious language knowledge and sensitivity, describing it in terms of its pedagogical purpose and practices is quite challenging. I have opted to focus on general principles, aims, and objectives. The entry also gives the reader a more concrete idea of what might be taught and how, in different contexts and countries. The entry starts by defining LA and explaining how LA started as a movement among language educators wishing to address problems in the United Kingdom of low literacy, low uptake of foreign languages, and prejudice in society. Since then, society and classrooms have become more multilingual and multicultural, not only in the United Kingdom. How LA has been introduced in different parts of the world to address this situation, either as a problem or an opportunity, is discussed. The principles of LA as a teaching approach are described first, followed by some examples of task types and techniques. This leads to some more concrete examples of LA practice in classrooms and society, and reflections on what role LA might usefully play going forward.

Comprehension approach · First language · Focus (optics) · Foreign language · Language education · Language industry · Prejudice (legal term) · Task (project management)

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