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Abstract
This paper provides an introduction to teacher language awareness (TLA) and a personal reconceptualisation of the relationship between TLA and other dimensions of teacher knowledge, revisiting issues discussed in Andrews (2001). In the first part of the paper, knowledge of subject matter is identified as the core of TLA. Given the increased recognition in education that subject-matter knowledge is a key element of teacher professionalism, it is argued that TLA should be seen as equally important for the teacher of language subjects. The middle part of the paper outlines a personal view of the nature and scope of TLA, focusing particularly on the link between knowledge about language (subject-matter knowledge) and knowledge of language (language proficiency), on the metacognitive nature of TLA, and on TLA as encompassing an awareness of language from the learner perspective. The latter part of the paper explores the link between TLA and the professional knowledge of the L2 teacher, drawing on two recent models of teacher knowledge (Tsui, 2003; Turner-Bisset, 2001), and examines the impact of TLA on pedagogical practice. Finally, the paper argues that TLA research and discussion could enhance our understanding of 'what makes our teaching language teaching' (Freeman & Johnson, 1998: 413).