| Description |
xiii, 232 pages : illustrations |
| Series |
Cambridge language teaching library |
|
Cambridge language teaching library.
|
| Contents |
Prologue : the challenge of being 'language-aware' -- 1. Language awareness, 'knowledge about language' and TLA -- 2. TLA and the teaching of language -- 3. TLA and the 'grammar debate' -- 4. TLA and teachers' subject-matter cognitions -- 5. TLA and pedagogical practice -- 6. The TLA of expert and novice teachers -- 7. TLA and the native-speaker and non-native-speaker debate -- 8. TLA and student learning -- 9. TLA and teacher learning -- Epilogue : TLA and teacher professionalism |
| Summary |
"The possession of an adequate level of teacher language awareness (TLA) is an essential attribute of any competent L2 teacher. This volume sets out to explore the nature of TLA with particular reference to grammar, and to examine the relationship between teachers' language awareness and their handling of language-related issues in their teaching. The purpose of the book is to encourage those involved in language education to think more deeply about TLA: its importance, its nature and its impact on teaching (and, potentially, upon learning). The book aims to make teachers more aware of the significance of their handling of language, and to help teacher educators adopt a more principled approach to the planning of those parts of their programmes associated with TLA."--BOOK JACKET |
| Analysis |
Teaching of specific subjects |
|
English language |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Language and languages -- Study and teaching.
|
|
Language awareness.
|
| LC no. |
2007017363 |
| ISBN |
9780521530194 paperback |
|
9780521823180 hardback |
|
