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Language Awareness in Teacher Education

Cultural-Political and Social-Educational Perspectives

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Edited By Stephan Breidbach, Daniela Elsner and Andrea Young

Teaching language and teaching with languages is what is called for in contemporary classrooms, be they language classrooms or otherwise. When the learners’ plurilingualism and societies’ multilingualism have social, cultural or political implications, becoming aware of language matters is a necessity both for non-specialist teachers and language teachers alike. This book thus presents a variety of research-based perspectives on the cultural-political and social-educational domains of language awareness. Context, both historical, socio-economic, political and cultural has an undeniable impact on language attitudes and awareness, and the variety of different contexts contained in this volume – the Basque County, Catalonia (Spain), England (UK), Finland, Germany, Hong Kong (China), Japan, Portugal, Scotland (UK), and Turkey – testifies to this. As each chapter outlines the specificities and the impact of context upon language policies, attitudes and beliefs, the authors in this book focus on language awareness as a multi-faceted concept fit to play a major role in the reform processes of teacher education in the 21 st century.

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ITRDTI Stephan Breidbach, Daniela Elsner and Andrea Young Language awareness in teacher education: culturalpolitical and socialeducational perspectives ........................................ 11 PART I: Developing language awareness – language awareness as development Alice Chik Learner language awareness development among Asian learners and implications for teacher education ...................................................................... 23 Ana Sofia Pinho, Lurdes Gonçalves, Ana Isabel Andrade and Maria Helena Araújo e Sá Engaging with diversity in teacher language awareness: teachers’ thinking, enacting and transformation ................................................. 41 Paula Kalaja, Riikka Alanen and Hannele Dufva ‘Teacher trainees’ beliefs about EFL learning in the light of narratives ............ 63 Marilisa Birello, Corinne Royer and Delphine Pluvinet Reflective journals: a tool for the professional development of language teachers ................................................................................................ 79 PART II: Knowing one’s options – issues in critical language awareness Stephan Breidbach Teaching for “strong voices”: reconstructing the reflexive dimension in communicative language teaching ...................................................................... 97 Özlem Etuş Where the local meets the global: intercultural awarenessraising and critical media literacy ........................................................................................ 115 Yoshimura Masahito Creating a space for language awareness in teacher education in Japan: a project promoting children’s awareness of linguistic and cultural diversity ......................................................................................... 137 Contents 8 Kangxian Zhao, Yamin Qian, Yuanyuan Chen and Fang Liu Language awareness and language learning ideology: What do Chinese students say? ......................................................................... 151 Ma Qing In search of ways in which Chinese English teachers can come to change and improve their learners’ vocabulary learning strategy use .............. 165 PART III: Language awareness as awareness of a multilingual society Daniela Elsner Raising plurilingual awareness in teacher education ........................................ 183 Ana Luísa Oliveira and...

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