Language Awareness research: where we are now

Stimulating language awareness in the foreign language classroom: exploring EFL teaching practices

“…Beside these four skills, language structure (grammar and vocabulary) was addressed frequently. These findings are in line with reviews by Svalberg (2015) and Sierens et al (2018), who also found that most topics in language awareness research were related to language acquisition aspects, such as language skills, grammar and vocabulary. Even though language as a phenomenon is significantly broader than language acquisition alone and the field of language awareness also covers multiple domains, the practices as reported in this study seem to predominantly focus on aspects of language acquisition and, as a result, conform to the cognitive and performance domains of language awareness (James and Garrett 2013).…”

“…Linguistic variety, a topic frequently found by Svalberg (2015), was only marginally addressed in teaching practices in this study, which might imply that teachers in this study do not consider linguistic variety as an element of a language awareness approach. As opposed to other studies, literature practices were mentioned by some teachers in our study and were the only topic mentioned which did not primarily deal with the language acquisition process.…”

“…Two of these domains, the cognitive and the social domain, appear to dominate language awareness research (Frijns et al 2018). Topics fitting in with these domains and frequently addressed in language awareness research include the four language skills, language structure (grammar, vocabulary), multilingualism, linguistic and cultural diversity, and citizenship (Frijns et al 2018;Svalberg 2015).…”

“…Bolitho et al 2003;Garrett and Cots 2018). Svalberg (2015) has named such processes 'engagement with language'. Whether engagement occurs in classroom practice is largely determined by the level of teacher language awareness (TLA; Andrews 2007).…”

Språkmedvetenhet i småbarnspedagogiskt arbete – Finländska daghemspedagogers reflektioner

“…Språkmedvetenhet Språkmedvetenhet som begrepp Språkmedvetenhet ('language awareness') är ett mångsidigt begrepp som sedan 1980-talet fått allt mer uppmärksamhet och som kan närmas utifrån många olika synvinklar (se t.ex. van Essen, 2008;Svalberg, 2008Svalberg, , 2016. Begreppet definieras av Association for Language Awareness (ALA), en internationell sammanslutning av forskare och praktiker inom fältet, på följande sätt:…”