Grammar can be viewed both as knowledge and as ability. When viewed as knowledge, the focus is on rules for sentence formation. When viewed as ability, the focus is on how grammar is used as a resource in the creation of spoken and written texts. Twelve principles are proposed as the basis for a pedagogy that focusses on acquiring learning to use…

This article attempts to recontextualise the dimensions of teacher language awareness (LA) highlighted by Svalberg ((2007) "Language awareness and language learning." "Language Teaching," 40, 287-308) by emphasising the role of pedagogy in achieving coherence in language education across the subjects of English (L1) and Modern…

This study investigates the challenges that non-native pre-service English teachers (Haluk, Gaye, Selin, Oznur and Serkan) experience in their target language use when they do their practicum in actual language classrooms. This study found that the common difficulties the student teachers encounter related to certain grammatical structures,…

This study describes the grammar-related behaviours of three experienced non-native teachers of English working in state secondary schools in Catalonia and investigates what beliefs may explain, from the teachers' point of view, these behaviours; it also examines what factors in their turn determine these beliefs. The results uncover three…

Two hundred and ninety-six English majors at universities in Poland, Austria and Hong Kong were given a 50-item questionnaire designed to evaluate their knowledge of grammatical terminology. The main aim was to identify whether the three populations were subject to differing "terminological cultures". This was found to be substantially…

In this paper I argue that an understanding of the role of language and literacy in learning disciplinary content should be a key component of the pedagogical content knowledge covered in the preparation of high school teachers. I identify three components of this "literacy pedagogical content knowledge" (LPCK): knowledge about how…

This study examined 120 Victorian preservice and inservice teachers' ability to implement evidence-based, early literacy instruction by examining whether teachers possessed positive perceptions of explicit instruction in sound-letter relationships, and a proficient knowledge of language structure. Teachers' confidence in teaching students of known…

The present study was carried out in French immersion classrooms in an urban Quebec school board that is increasingly characterised by the heterogeneity of its French-dominant, English-dominant, and French/English bilingual student population. The study explored the extent to which a bilingual read-aloud project would (1) raise teachers' awareness…

This research study had as its focus the impact of a short-term international experience on teacher language awareness (TLA). In-country intensive immersion experiences were considered beneficial for language teacher professional development. This project examined the Australian teachers' perceptions of their teaching and home-stay experiences…

Intended for teachers in Tasmania, this booklet focuses on guidelines for developing a language program for young children. Chapters are entitled: How Language Competence Grows; Language, Thought and Feelings Are Independent; The Child's Language Development Depends on Our Responses; and Growth of Understanding. The philosophy presented in the…

Presents results of a study of six kinds of linguistic education software. Discusses treatment of language as an object rather than as a means of communication. Reports that the software promotes reflection on language and metalanguage awareness in a social and educational context by stimulating children's interest in playing with language. (DK)

The aim of the current research was to examine pre-service, general and special education teachers' attitudes to and knowledge of metalinguistics (awareness of language structure) in the process of learning to read. Effective teachers of reading, writing, and spelling need to understand the relationship between speech and print because these basic…

Intended for teachers in Tasminia, this book focuses on the school setting as a place that supports children as language users. The booklet suggests that when setting out to develop a language program teachers need a knowledge of the relationship between child development and language acquisition; an understanding of how the organization of the…

Intended for teachers in Tasmania, this booklet discusses the role of parents and the home in language development as an integral and important part of a school's language program. The booklet suggests that schools need to determine the best way to communicate to parents: how important parents are to the early development of children's language;…

Intended for teachers in Tasmania, this booklet discusses making sense of language, the nature of written language, language and context, and organizing knowledge of the world. Chapter 1, Understanding Reading, contains a general discussion of the reading process as well as sections on the beginning and continuing reader, planning a reading…