Full Description
This book contains a collection of more than 20 up-to-date overviews of a variety of aspects of language awareness and the role of metalinguistic knowledge in language development and education. The contributions offer a balanced perspective on a range of topics, including first and second language acquisition, classroom talk, language use in the multicultural work place, translation, Esperanto, whole language, historical perspectives from the UK and the Netherlands, critical pedagogy, the education of language teachers, the teaching of grammar, phonology and writing. The book offers a comprehensive perspective on metalinguistic knowledge and processes, and presents a coherent argument for building an element of language awareness into the language curriculum at all educational levels.
Contents
Part 1 Historical and theoretical issues: language awareness and knowledge about language - an overview, A. van Essen; pedagogical grammar - from prescriptive to descriptive, J. Walmsley; the history of language awareness in the UK, G. Donmall-Hicks; the theory and practice of argument in education, P. Costello. Part 2 Knowledge about language and the language learner: metalinguistic development in first-language acquisition, J.-E. Gombert; phonological awareness and learning to read, T. Nicholson; language awareness and learning styles, S. Jones. Part 3 Knowledge about language, the curriculum and the classroom: whole language - the whole story, K. Goodman; language awareness at the International High School, A. de Fazio; task-based grammar work in second language classes, R. Ellis; language awareness and translation, P. Zabalbeascoa; language awareness and language switching, S. Papaeftyhmiou-Lytra; morphological awareness and the second language learner, D. Sandra; literacy and genre, A. Freedman, P. Richardson; Esperanto and language awareness, M. Fettes. Part 4 Teacher development: the teacher as educational linguist, C. Brumfit; fostering language awareness through in-service teacher education, T. Wright, R. Bolitho; awareness raising about classroom interaction, A. Tsui; assessors' language awareness in the evaluation of academic writing, B. Maylath; the teaching, learning and assessment of argument, S. Mitchell. Part 5 Critical language awareness: critical discourse analysis and educational change, R. Clark, R. Ivanic; awareness of non-standard varieties in the schools, D. Corson; the role of language awareness in critical pedagogy, C.A. Wallace; language awareness, power, and administrator/teacher discourse, D. Waite; the commodification of classroom discourse in postmodern contexts, S. Wortham; language use and awareness in the multicultural work place, K. Malcolm.
