The training of language teachers still follows traditional models of teachers' competences and awareness, focusing solely on the target language. Such models are incompatible with multilingual pedagogy, whereby languages are not taught in isolation, and learners' background languages are activated to enhance the process. When teaching…

The present paper discusses the components of language teachers' awareness, which should differ qualitatively and quantitatively from that of language learners and users. It is argued that especially teachers of English, the European lingua franca, should develop plurilingual awareness to train learners to become multilingual citizens. This…

The need for some form of explicit grammar instruction is recognised in most current approaches to second language teaching. Since the usefulness of explicit instruction is at least to some extent dependent on the difficulty of the rules that are taught, an important question for teachers is whether their judgements of rule difficulty are…