Although mother tongue (MT) and foreign language (FL) teaching and learning have much in common, there is little evidence that teachers exploit the relationship in any systematic way. This paper revives Eric Hawkins’ idea of a language studies trivium where Language Awareness activities should fill the ‘space between’ the learner's two languages. A distinction is drawn between awareness and consciousness of language, and cross‐linguistic relationships are suggested to be a major, yet unexploited source of input salience strengthening, evidence being adduced from natural bilinguals’ metalinguistic activities. Suggestions for the classroom are outlined.
A cross‐linguistic approach to language awareness
Reprints and Corporate Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
To request a reprint or corporate permissions for this article, please click on the relevant link below:
Academic Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
Obtain permissions instantly via Rightslink by clicking on the button below:
If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.
Related research
People also read lists articles that other readers of this article have read.
Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.
Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.