Teacher language awareness (TLA) constitutes the teacher’s self-reflective knowledge about the operation of
language systems in pedagogical practices. This study focuses on teachers’ understanding of learning of language and learning
through language in Content and Language Integrated Learning (CLIL) contexts, exploring how teachers proceduralise their knowledge
of language to facilitate science learning in Hong Kong. By analysing the reflective relationship between TLA and scaffolding
strategies of two teachers (students n = 31; 32) during a set of lessons in a secondary school, this paper
suggests that it is critical to re-orient the TLA focus from teachers to the act of learning and learners’ needs. This expanded
conceptual framework of TLA sheds light on how to transform teachers’ implicit knowledge of language into explicit awareness of
scaffolding in class. The TLA-filtered, scaffolded interactions can therefore promote the use of language not merely for
pedagogical purposes but also as a cognitive learning tool.
Teacher language awareness (TLA) constitutes the teacher's self-reflective knowledge about the operation of language systems in pedagogical practices. This study focuses on teachers' understanding of learning of language and learning through language in Content and Language Integrated Learning (CLIL) contexts, exploring how teachers proceduralise their knowledge of language to facilitate science learning in Hong Kong. By analysing the reflective relationship between TLA and scaffolding strategies of two teachers (students n=31; 32) during a set of lessons in a secondary school, this paper suggests that it is critical to re-orient the TLA focus from teachers to the act of learning and learners' needs. This expanded conceptual framework of TLA sheds light on how to transform teachers' implicit knowledge of language into explicit awareness of scaffolding in class. The TLA-filtered, scaffolded interactions can therefore promote the use of language not merely for pedagogical purposes but also as a cognitive learning tool.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.