Although explicit instruction is effective in helping second language (L2) learners develop intelligible pronunciation, it is necessary to understand why and how L2 teachers implement such explicit pronunciation instruction systematically in class. Because of its key role in enhancing learners' pronunciation skills, understanding the rationale…

The concept of noticing, which emphasizes the role of attention and awareness in language learning, has exerted a strong influence on second language acquisition (SLA) theory and practice. The current research analyzes instances of noticing evident across a 26-week period as the first author, an absolute beginner, was taught Turkish by the second…

Language ideologies are a powerful way of perpetuating inequalities, as peripheralized speakers who have internalized the lack of legitimacy attributed to them often end up reproducing censure rather than resisting it. Foregrounding the affective dimension, this paper explores the role of shame as a fulcrum articulating the individual with the…

Social studies teachers in language immersion settings are tasked with simultaneously teaching students social studies content while also scaffolding target language acquisition. An abundance of resources exists for teaching social studies, yet language immersion teachers often rely on collaboration with colleagues to create lessons and translate…

Culture is an inseparable part of English Language Teaching (ELT), and ELT textbooks, as one of the main instructional resources are bound to include cultural and linguistic content. However, the kind of cultural content in these books has been a controversial issue for decades. It is recommended that curriculum designers use intercultural…

This paper aims to explore the perception and usage of epicene pronouns in English among Chinese EFL teachers, as gender fair language becomes increasingly important for promoting inclusion, respect for identity and expression. This study employed a survey of 284 EFL teachers along with a follow-up written task to assess their views and actual use…

In multilingual instructional spaces, language use can reinforce or ­disrupt gender disparities. This self-study, situated in the context of a university developmental English writing course, examines how an instructor sought to raise L2 learners' critical language awareness, operationalized as consciousness of ways that gender disparity is…

Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in…

Morton's "language knowledge for content teaching" (LKCT) is a powerful tool for understanding interactions in content and language integrated learning (CLIL) classrooms, as well as CLIL teachers' knowledge base and teacher language awareness (TLA). However, often lacking in the body of research on TLA and LKCT is an explicit stance on…

Language teachers cannot help their students develop high levels of metalinguistic knowledge and language aptitude if they themselves are found lacking in these abilities. This article reports on a study that utilised a descriptive correlational mixed-methods research design to gather data from 89 multilingual teachers of English, Chinese, French,…

This qualitative research explores 10 Chinese middle school teachers' perceptions of English and English teaching concerning Global Englishes (GE) and the feasibility of incorporating GE into English language education. Through semi-structured interviews and thematic analysis within the framework of 2018 Global English Language Teaching (GELT),…

This multiple case study-based investigation examined teacher language awareness (TLA) for content and language integrated learning (CLIL). This study was carried out in three teacher education programmes in Argentina, Colombia, and Ecuador during two consecutive academic years (2019-2020, 2020-2021), and it sought to explore teacher educators' (n…

This study explored teachers' perceptions of synchronous online peer interaction (SOPI) among young learners (YLs), aged 7 to 15. Thirty-eight teachers of diverse L1 backgrounds and teaching experience completed a survey and attended an in-depth interview that explored multiple aspects of SOPI (e.g. benefits, issues, frequency of use, strategies…

This paper discusses key themes of the 15th biennial conference of the Association for Language Awareness (2020), with a focus on increasing digital engagement in language education. The COVID-19 pandemic occasioned an abrupt transition to emergency remote language teaching and learning (ERLTL) worldwide. The ALA 2020 conference was also affected…

Framed by the concept of critical language awareness, this study validated a survey to assess teachers' ideological beliefs and attitudes toward English learners (ELs)/multilingual learners (MLs) in content classrooms. Employing exploratory factor analysis (EFA), the study identified three major constructs of teachers' beliefs and attitudes from a…