Kooperativer Bibliotheksverbund

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Format: 1 online resource (555 pages) : , illustrations, tables.

Edition: First edition.

ISBN: 1-317-38534-9 , 1-315-67649-4 , 1-317-38533-0

Series Statement: Routledge Handbooks in Linguistics

Content: This is the first comprehensive overview of language awareness, comprising up-to-date reviews of both established and innovative themes by experts and organized around the 3 different perspectives of language awareness: language teaching & teachers; language learning & learners; and areas less directly concerned with language instruction.

Note: Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Table of contents -- Dedication -- Illustrations -- Contributors -- Acknowledgements -- 1 Language Awareness: Opening Up the Field of Study -- Exploring the Scope of Language Awareness -- 1992 and Since -- The Handbook Chapters -- Part 1 -- Part 2 -- Part 3 -- Conclusion -- References -- Part I Focus on Language Teaching and Teachers -- 2 Language Awareness, Language Diversity and Migrant Languages in the Primary School -- Why Does Language Awareness Matter in the Primary School? -- Upholding Language Rights and Developing Citizenship Education in Primary Schools -- Teachers as Language Awareness Arbiters -- Language Awareness Lost: The Untapped Potential of Home-Grown Diversity -- Identifying Institutionalized, Discriminatory Practices Rooted in Misconceptions About Language -- Tackling Linguistic Parochialism and Prejudice through LA Activities in Schools -- Promoting Inclusive Language Education Policies at School: Challenges and Opportunities -- The Role of Research in Language Education: From Policy to Practice -- Nurturing Teacher Language Awareness and Cultivating Linguistic Ecologies in Schools -- Related Topics -- References -- 3 Form-Focused Instruction -- Introduction -- Background -- Types of Form-Focused Instruction -- Proactive FFI -- Input Enhancement -- Metalinguistic Explanations -- Consciousness-Raising Tasks -- Practice -- Reactive FFI -- Corrective Feedback -- Integration of FFI in Content-Based Lessons -- FFI and Language Awareness -- Concluding Comments -- Related Topics -- Note -- References -- 4 Language Awareness and Teacher Development -- Introduction -- What is TLA and Why is it Important for Teachers in L2 Contexts to be 'Language-Aware'? -- The Origins of Initiatives to Develop L2 Teachers' LA. , Approaches to the Development of TLA Adopted in Pre-Service and In-Service Programmes for L2 Teachers -- TLA in the Context of CLIL and LAC: Challenges and Approaches -- LA and Teacher Development in CLIL Contexts -- Concluding Remarks -- Related Topics -- References -- 5 Teachers' Beliefs and Classroom Practices -- Introduction -- Defining Beliefs -- Why Study Beliefs and Practices? -- Insights from the Literature -- Methodological Issues -- Studying Teachers' Beliefs and Practices -- Key Points -- Guidelines -- Define a Clear Rationale -- Problematize 'Belief' -- Problematize the Beliefs/Practice Relationship -- Maximize Methodological Rigour -- Conclusion -- Related Topics -- References -- 6 Language Awareness and the Teaching of Listening and Speaking -- Introduction -- Awareness about the Nature of Speech -- Comparing Speech and Writing -- Features of Spoken Discourse -- Genres of Speech -- Spoken Grammar -- Lexical Items in Speech -- Discourse Intonation -- Metacognitive Awareness -- Metacognition and Instruction -- Conclusion -- Related Topics -- References -- 7 Language Awareness in the Teaching of Reading and Writing -- Introduction -- Review of Prior Research -- Models of the Reading Process -- Models of the Writing Process -- Reading and Writing in Different Languages: Bi- and Multilingual Perspectives -- Relationships Between Reading and Writing -- Types of Awareness Relevant for Reading -- Types of Awareness Relevant for Writing -- Domains of Language Awareness and their Relevance for Reading and Writing -- Methods Used -- Practical Applications: Awareness-based Reading and Writing Approaches -- Directions for Future Research -- Related Topics -- References -- 8 Teaching Critical Literacy and Language Awareness -- Literacy and Critical Pedagogy -- Literacy -- Critical Pedagogy -- The Contribution of Foucault -- A Marxist Position. , Habermas and Communicative Action: the Linguistic Turn -- Critical Literacy: the Work of Freire -- Applications of Theory: Dilemmas in Practical Critical Literacy -- Whose Opinion? -- Whose Empowerment? -- Whose Awareness? -- Whose Interpretation? -- The Role of Language Awareness in a Critical Literacy Pedagogy -- Hallidayan Systemic Functional Grammar -- The LINC Materials: Application of a Systemic Functional Model -- Critical Discourse Analysis and Critical Language Awareness -- Teaching Critical Literacy -- Examples of Teaching Critical Literacy and Language Awareness: From Consciousness-Raising to Textual Analysis -- Mother's Day -- Romeo and Juliet -- Men's Health -- The Childminder -- Summarizing Points -- Related Topics -- References -- 9 Literature, Creativity and Language Awareness -- Definitions and Delimiting the Field -- Literature -- Language Awareness -- Creativity -- Literary and Linguistic Creativity -- Literary Linguistic Creativity in Education -- Stylistics and Linguistic Approaches to Literature in Education -- Creative Writing Programmes and Methodologies -- New Departures -- Related Topics -- References -- 10 Raising Teachers' Awareness about English and English as a Lingua Franca -- Introduction -- Teacher Language Awareness (TLA) -- NNS Teachers' Awareness -- Raising ELF-awareness among Expanding Circle Teachers -- What is ELF-Awareness? -- Exemplifying ELF-Awareness -- Awareness of Language and Language Use -- Awareness of Instructional Practice -- Awareness of Learning -- Conclusion -- Acknowledgement -- Related Topics -- Notes -- References -- 11 English-medium Instruction in Multilingual University Settings: An Opportunity for Developing Language Awareness -- EMI in Europe: General Overview -- Drivers of EMI in Europe -- Road-Mapping as a Synthesizing Framework -- Roles of English -- Academic Disciplines (AD). , (Language) Management -- Agents -- Practices and Processes -- Internationalization and Glocalization -- Current Research Methods in EMI -- Future Trajectories in EMI Research, Policies and Language Awareness -- Related Topics -- References -- 12 Language Awareness and Assessment -- Introduction: Language Awareness and Language Assessment, the Story So Far -- Language(s) Learning and Education -- Assessment and Learning -- Assessment or Testing? -- Language Assessment and Language Awareness, Whys and Hows -- Autonomy, Self-Assessment and Peer Assessment -- Learning Visibility -- Exams and Tests -- Challenges -- Conclusions -- Related Topics -- References -- Part II Focus on Language Learning and Learners -- 13 The Study of Metalinguistic Constructs in Second Language Acquisition Research -- Definition of Metalinguistic Constructs -- Metalinguistic Knowledge -- Metalinguistic Awareness -- Metalinguistic Reflection and Activity -- Metalinguistic Ability -- Metalanguage -- Synthesis -- Overview of the Metalinguistic Research in SLA -- Correlational Studies -- Descriptive Studies -- Developmental Studies -- Synthesis -- Conclusion: Future Research on Metalinguistic Constructs -- Related Topics -- Notes -- References -- 14 Revisiting Research on L2 Learner Beliefs: Looking Back and Looking Forward -- Looking Back -- The Beginnings -- Traditional Approach -- Contextual Approach(es) -- Looking Forward -- More Recent Twists and Turns -- Discursive Turn, Research Continued -- Sociocultural/Dialogical Turn, Research Continued -- Affective Turn, Beginnings -- Complexity/Ecological Turn, Beginnings -- Suggestions for Further Studies and Raising Learners' Awareness of their Beliefs -- Related Topics -- References -- 15 Language Awareness and the Development of Learners' Plurilingual Competence -- Introduction. , Plurilingualism and Plurilingual Competence: From an Acknowledged Reality to an Established Didactic Goal -- Language Awareness and the Development of Plurilingual Competence -- Possible Interconnections between the Development of Learner's Plurilingual Competence and Language Awareness: An Overview -- Which PC Dimensions Have Been Tackled by Researchers/Practitioners? -- What Domains of LA do the PC Dimensions Relate to? -- Which Teaching Approaches/Practices Are Used to Encourage Learners' LA Within the Scope of the Development of their PC? -- Final Considerations -- Related Topics -- References -- 16 Language Awareness in Multilingual Learning and Teaching -- Introduction -- Strands of Research on Metalinguistic Awareness -- Linguistics -- Psychology -- Education -- The Complexity and Dynamics of Multilingualism and Multilingual Development -- Terminology -- Crosslinguistic Influence in TLA and the L2 Status -- Forms of Multilingual Learning -- Multilingual Use -- Applying Dynamic Systems and/or Complexity Theory to Multilingualism -- Relating the Socio- to the Psycholinguistic Level of Multilingualism -- Holistic Thinking as a DCT-Based Principle -- The Butterfly Effect or Sensitive Dependence on Initial Conditions -- Multilingual Awareness: Emergent Property of the Multilingual System -- The Role of MLA in DMM -- Components of Multilingual Awareness -- Exploring and Testing Metalinguistic Awareness -- The Relationship Between Bilingualism and Third Language Learning -- Artificial Language Learning -- Learning an Unknown Language -- Strategy Use in Multilingual Learning -- Focus on Multilingual Awareness in Multilingual Teaching -- Multicompetence Approaches -- Choice of Languages and Order of Acquisition in a School Context -- Teaching Material -- Future Perspectives -- Related Topics -- References. , 17 The Role of Language Awareness in a Study Abroad Context.

Additional Edition: ISBN 1-138-93704-5

Language: English