The Routledge handbook of language awareness /:
This is the first comprehensive overview of language awareness, comprising up-to-date reviews of both established and innovative themes by experts and organized around the 3 different perspectives of language awareness: language teaching & teachers; language learning & learners; and areas le...
Gespeichert in:
| Weitere Verfasser: | , |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London :
Routledge,
2017.
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| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This is the first comprehensive overview of language awareness, comprising up-to-date reviews of both established and innovative themes by experts and organized around the 3 different perspectives of language awareness: language teaching & teachers; language learning & learners; and areas less directly concerned with language instruction. |
| Beschreibung: | 1 online resource |
| ISBN: | 9781317385349 1317385349 9781317385332 1317385330 9781317385325 1317385322 9781315676494 1315676494 |
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| 245 | 0 | 4 | |a The Routledge handbook of language awareness / |c edited by Peter Garrett and Josep M. Cots. |
| 246 | 3 | 0 | |a Handbook of language awareness |
| 246 | 3 | 0 | |a Language awareness |
| 264 | 1 | |a London : |b Routledge, |c 2017. | |
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| 505 | 0 | |a Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Table of contents -- Dedication -- Illustrations -- Contributors -- Acknowledgements -- 1 Language Awareness: Opening Up the Field of Study -- Exploring the Scope of Language Awareness -- 1992 and Since -- The Handbook Chapters -- Part 1 -- Part 2 -- Part 3 -- Conclusion -- References -- Part I Focus on Language Teaching and Teachers -- 2 Language Awareness, Language Diversity and Migrant Languages in the Primary School -- Why Does Language Awareness Matter in the Primary School? -- Upholding Language Rights and Developing Citizenship Education in Primary Schools -- Teachers as Language Awareness Arbiters -- Language Awareness Lost: The Untapped Potential of Home-Grown Diversity -- Identifying Institutionalized, Discriminatory Practices Rooted in Misconceptions About Language -- Tackling Linguistic Parochialism and Prejudice through LA Activities in Schools -- Promoting Inclusive Language Education Policies at School: Challenges and Opportunities -- The Role of Research in Language Education: From Policy to Practice -- Nurturing Teacher Language Awareness and Cultivating Linguistic Ecologies in Schools -- Related Topics -- References -- 3 Form-Focused Instruction -- Introduction -- Background -- Types of Form-Focused Instruction -- Proactive FFI -- Input Enhancement -- Metalinguistic Explanations -- Consciousness-Raising Tasks -- Practice -- Reactive FFI -- Corrective Feedback -- Integration of FFI in Content-Based Lessons -- FFI and Language Awareness -- Concluding Comments -- Related Topics -- Note -- References -- 4 Language Awareness and Teacher Development -- Introduction -- What is TLA and Why is it Important for Teachers in L2 Contexts to be 'Language-Aware'? -- The Origins of Initiatives to Develop L2 Teachers' LA. | |
| 505 | 8 | |a Approaches to the Development of TLA Adopted in Pre-Service and In-Service Programmes for L2 Teachers -- TLA in the Context of CLIL and LAC: Challenges and Approaches -- LA and Teacher Development in CLIL Contexts -- Concluding Remarks -- Related Topics -- References -- 5 Teachers' Beliefs and Classroom Practices -- Introduction -- Defining Beliefs -- Why Study Beliefs and Practices? -- Insights from the Literature -- Methodological Issues -- Studying Teachers' Beliefs and Practices -- Key Points -- Guidelines -- Define a Clear Rationale -- Problematize 'Belief' -- Problematize the Beliefs/Practice Relationship -- Maximize Methodological Rigour -- Conclusion -- Related Topics -- References -- 6 Language Awareness and the Teaching of Listening and Speaking -- Introduction -- Awareness about the Nature of Speech -- Comparing Speech and Writing -- Features of Spoken Discourse -- Genres of Speech -- Spoken Grammar -- Lexical Items in Speech -- Discourse Intonation -- Metacognitive Awareness -- Metacognition and Instruction -- Conclusion -- Related Topics -- References -- 7 Language Awareness in the Teaching of Reading and Writing -- Introduction -- Review of Prior Research -- Models of the Reading Process -- Models of the Writing Process -- Reading and Writing in Different Languages: Bi- and Multilingual Perspectives -- Relationships Between Reading and Writing -- Types of Awareness Relevant for Reading -- Types of Awareness Relevant for Writing -- Domains of Language Awareness and their Relevance for Reading and Writing -- Methods Used -- Practical Applications: Awareness-based Reading and Writing Approaches -- Directions for Future Research -- Related Topics -- References -- 8 Teaching Critical Literacy and Language Awareness -- Literacy and Critical Pedagogy -- Literacy -- Critical Pedagogy -- The Contribution of Foucault -- A Marxist Position. | |
| 505 | 8 | |a Habermas and Communicative Action: the Linguistic Turn -- Critical Literacy: the Work of Freire -- Applications of Theory: Dilemmas in Practical Critical Literacy -- Whose Opinion? -- Whose Empowerment? -- Whose Awareness? -- Whose Interpretation? -- The Role of Language Awareness in a Critical Literacy Pedagogy -- Hallidayan Systemic Functional Grammar -- The LINC Materials: Application of a Systemic Functional Model -- Critical Discourse Analysis and Critical Language Awareness -- Teaching Critical Literacy -- Examples of Teaching Critical Literacy and Language Awareness: From Consciousness-Raising to Textual Analysis -- Mother's Day -- Romeo and Juliet -- Men's Health -- The Childminder -- Summarizing Points -- Related Topics -- References -- 9 Literature, Creativity and Language Awareness -- Definitions and Delimiting the Field -- Literature -- Language Awareness -- Creativity -- Literary and Linguistic Creativity -- Literary Linguistic Creativity in Education -- Stylistics and Linguistic Approaches to Literature in Education -- Creative Writing Programmes and Methodologies -- New Departures -- Related Topics -- References -- 10 Raising Teachers' Awareness about English and English as a Lingua Franca -- Introduction -- Teacher Language Awareness (TLA) -- NNS Teachers' Awareness -- Raising ELF-awareness among Expanding Circle Teachers -- What is ELF-Awareness? -- Exemplifying ELF-Awareness -- Awareness of Language and Language Use -- Awareness of Instructional Practice -- Awareness of Learning -- Conclusion -- Acknowledgement -- Related Topics -- Notes -- References -- 11 English-medium Instruction in Multilingual University Settings: An Opportunity for Developing Language Awareness -- EMI in Europe: General Overview -- Drivers of EMI in Europe -- Road-Mapping as a Synthesizing Framework -- Roles of English -- Academic Disciplines (AD). | |
| 505 | 8 | |a (Language) Management -- Agents -- Practices and Processes -- Internationalization and Glocalization -- Current Research Methods in EMI -- Future Trajectories in EMI Research, Policies and Language Awareness -- Related Topics -- References -- 12 Language Awareness and Assessment -- Introduction: Language Awareness and Language Assessment, the Story So Far -- Language(s) Learning and Education -- Assessment and Learning -- Assessment or Testing? -- Language Assessment and Language Awareness, Whys and Hows -- Autonomy, Self-Assessment and Peer Assessment -- Learning Visibility -- Exams and Tests -- Challenges -- Conclusions -- Related Topics -- References -- Part II Focus on Language Learning and Learners -- 13 The Study of Metalinguistic Constructs in Second Language Acquisition Research -- Definition of Metalinguistic Constructs -- Metalinguistic Knowledge -- Metalinguistic Awareness -- Metalinguistic Reflection and Activity -- Metalinguistic Ability -- Metalanguage -- Synthesis -- Overview of the Metalinguistic Research in SLA -- Correlational Studies -- Descriptive Studies -- Developmental Studies -- Synthesis -- Conclusion: Future Research on Metalinguistic Constructs -- Related Topics -- Notes -- References -- 14 Revisiting Research on L2 Learner Beliefs: Looking Back and Looking Forward -- Looking Back -- The Beginnings -- Traditional Approach -- Contextual Approach(es) -- Looking Forward -- More Recent Twists and Turns -- Discursive Turn, Research Continued -- Sociocultural/Dialogical Turn, Research Continued -- Affective Turn, Beginnings -- Complexity/Ecological Turn, Beginnings -- Suggestions for Further Studies and Raising Learners' Awareness of their Beliefs -- Related Topics -- References -- 15 Language Awareness and the Development of Learners' Plurilingual Competence -- Introduction. | |
| 505 | 8 | |a Plurilingualism and Plurilingual Competence: From an Acknowledged Reality to an Established Didactic Goal -- Language Awareness and the Development of Plurilingual Competence -- Possible Interconnections between the Development of Learner's Plurilingual Competence and Language Awareness: An Overview -- Which PC Dimensions Have Been Tackled by Researchers/Practitioners? -- What Domains of LA do the PC Dimensions Relate to? -- Which Teaching Approaches/Practices Are Used to Encourage Learners' LA Within the Scope of the Development of their PC? -- Final Considerations -- Related Topics -- References -- 16 Language Awareness in Multilingual Learning and Teaching -- Introduction -- Strands of Research on Metalinguistic Awareness -- Linguistics -- Psychology -- Education -- The Complexity and Dynamics of Multilingualism and Multilingual Development -- Terminology -- Crosslinguistic Influence in TLA and the L2 Status -- Forms of Multilingual Learning -- Multilingual Use -- Applying Dynamic Systems and/or Complexity Theory to Multilingualism -- Relating the Socio- to the Psycholinguistic Level of Multilingualism -- Holistic Thinking as a DCT-Based Principle -- The Butterfly Effect or Sensitive Dependence on Initial Conditions -- Multilingual Awareness: Emergent Property of the Multilingual System -- The Role of MLA in DMM -- Components of Multilingual Awareness -- Exploring and Testing Metalinguistic Awareness -- The Relationship Between Bilingualism and Third Language Learning -- Artificial Language Learning -- Learning an Unknown Language -- Strategy Use in Multilingual Learning -- Focus on Multilingual Awareness in Multilingual Teaching -- Multicompetence Approaches -- Choice of Languages and Order of Acquisition in a School Context -- Teaching Material -- Future Perspectives -- Related Topics -- References. | |
| 520 | |a This is the first comprehensive overview of language awareness, comprising up-to-date reviews of both established and innovative themes by experts and organized around the 3 different perspectives of language awareness: language teaching & teachers; language learning & learners; and areas less directly concerned with language instruction. | ||
| 650 | 0 | |a Language awareness. |0 http://id.loc.gov/authorities/subjects/sh85074555 | |
| 650 | 0 | |a Language and languages |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85074536 | |
| 650 | 6 | |a Conscience linguistique. | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement. | |
| 650 | 7 | |a Language and languages |x Study and teaching |2 fast | |
| 650 | 7 | |a Language awareness |2 fast | |
| 655 | 7 | |a handbooks. |2 aat | |
| 655 | 7 | |a Handbooks and manuals. |2 lcgft |0 http://id.loc.gov/authorities/genreForms/gf2014026109 | |
| 655 | 7 | |a Guides et manuels. |2 rvmgf | |
| 700 | 1 | |a Garrett, Peter, |d 1950- |e editor. |1 https://id.oclc.org/worldcat/entity/E39PCjwJkkRGqkWcmkH9kpQkQq |0 http://id.loc.gov/authorities/names/n90700971 | |
| 700 | 1 | |a Cots, Josep Maria, |e editor. | |
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| author_facet | Garrett, Peter, 1950- Cots, Josep Maria |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | P - Language and Literature |
| callnumber-label | P120 |
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| contents | Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Table of contents -- Dedication -- Illustrations -- Contributors -- Acknowledgements -- 1 Language Awareness: Opening Up the Field of Study -- Exploring the Scope of Language Awareness -- 1992 and Since -- The Handbook Chapters -- Part 1 -- Part 2 -- Part 3 -- Conclusion -- References -- Part I Focus on Language Teaching and Teachers -- 2 Language Awareness, Language Diversity and Migrant Languages in the Primary School -- Why Does Language Awareness Matter in the Primary School? -- Upholding Language Rights and Developing Citizenship Education in Primary Schools -- Teachers as Language Awareness Arbiters -- Language Awareness Lost: The Untapped Potential of Home-Grown Diversity -- Identifying Institutionalized, Discriminatory Practices Rooted in Misconceptions About Language -- Tackling Linguistic Parochialism and Prejudice through LA Activities in Schools -- Promoting Inclusive Language Education Policies at School: Challenges and Opportunities -- The Role of Research in Language Education: From Policy to Practice -- Nurturing Teacher Language Awareness and Cultivating Linguistic Ecologies in Schools -- Related Topics -- References -- 3 Form-Focused Instruction -- Introduction -- Background -- Types of Form-Focused Instruction -- Proactive FFI -- Input Enhancement -- Metalinguistic Explanations -- Consciousness-Raising Tasks -- Practice -- Reactive FFI -- Corrective Feedback -- Integration of FFI in Content-Based Lessons -- FFI and Language Awareness -- Concluding Comments -- Related Topics -- Note -- References -- 4 Language Awareness and Teacher Development -- Introduction -- What is TLA and Why is it Important for Teachers in L2 Contexts to be 'Language-Aware'? -- The Origins of Initiatives to Develop L2 Teachers' LA. Approaches to the Development of TLA Adopted in Pre-Service and In-Service Programmes for L2 Teachers -- TLA in the Context of CLIL and LAC: Challenges and Approaches -- LA and Teacher Development in CLIL Contexts -- Concluding Remarks -- Related Topics -- References -- 5 Teachers' Beliefs and Classroom Practices -- Introduction -- Defining Beliefs -- Why Study Beliefs and Practices? -- Insights from the Literature -- Methodological Issues -- Studying Teachers' Beliefs and Practices -- Key Points -- Guidelines -- Define a Clear Rationale -- Problematize 'Belief' -- Problematize the Beliefs/Practice Relationship -- Maximize Methodological Rigour -- Conclusion -- Related Topics -- References -- 6 Language Awareness and the Teaching of Listening and Speaking -- Introduction -- Awareness about the Nature of Speech -- Comparing Speech and Writing -- Features of Spoken Discourse -- Genres of Speech -- Spoken Grammar -- Lexical Items in Speech -- Discourse Intonation -- Metacognitive Awareness -- Metacognition and Instruction -- Conclusion -- Related Topics -- References -- 7 Language Awareness in the Teaching of Reading and Writing -- Introduction -- Review of Prior Research -- Models of the Reading Process -- Models of the Writing Process -- Reading and Writing in Different Languages: Bi- and Multilingual Perspectives -- Relationships Between Reading and Writing -- Types of Awareness Relevant for Reading -- Types of Awareness Relevant for Writing -- Domains of Language Awareness and their Relevance for Reading and Writing -- Methods Used -- Practical Applications: Awareness-based Reading and Writing Approaches -- Directions for Future Research -- Related Topics -- References -- 8 Teaching Critical Literacy and Language Awareness -- Literacy and Critical Pedagogy -- Literacy -- Critical Pedagogy -- The Contribution of Foucault -- A Marxist Position. Habermas and Communicative Action: the Linguistic Turn -- Critical Literacy: the Work of Freire -- Applications of Theory: Dilemmas in Practical Critical Literacy -- Whose Opinion? -- Whose Empowerment? -- Whose Awareness? -- Whose Interpretation? -- The Role of Language Awareness in a Critical Literacy Pedagogy -- Hallidayan Systemic Functional Grammar -- The LINC Materials: Application of a Systemic Functional Model -- Critical Discourse Analysis and Critical Language Awareness -- Teaching Critical Literacy -- Examples of Teaching Critical Literacy and Language Awareness: From Consciousness-Raising to Textual Analysis -- Mother's Day -- Romeo and Juliet -- Men's Health -- The Childminder -- Summarizing Points -- Related Topics -- References -- 9 Literature, Creativity and Language Awareness -- Definitions and Delimiting the Field -- Literature -- Language Awareness -- Creativity -- Literary and Linguistic Creativity -- Literary Linguistic Creativity in Education -- Stylistics and Linguistic Approaches to Literature in Education -- Creative Writing Programmes and Methodologies -- New Departures -- Related Topics -- References -- 10 Raising Teachers' Awareness about English and English as a Lingua Franca -- Introduction -- Teacher Language Awareness (TLA) -- NNS Teachers' Awareness -- Raising ELF-awareness among Expanding Circle Teachers -- What is ELF-Awareness? -- Exemplifying ELF-Awareness -- Awareness of Language and Language Use -- Awareness of Instructional Practice -- Awareness of Learning -- Conclusion -- Acknowledgement -- Related Topics -- Notes -- References -- 11 English-medium Instruction in Multilingual University Settings: An Opportunity for Developing Language Awareness -- EMI in Europe: General Overview -- Drivers of EMI in Europe -- Road-Mapping as a Synthesizing Framework -- Roles of English -- Academic Disciplines (AD). (Language) Management -- Agents -- Practices and Processes -- Internationalization and Glocalization -- Current Research Methods in EMI -- Future Trajectories in EMI Research, Policies and Language Awareness -- Related Topics -- References -- 12 Language Awareness and Assessment -- Introduction: Language Awareness and Language Assessment, the Story So Far -- Language(s) Learning and Education -- Assessment and Learning -- Assessment or Testing? -- Language Assessment and Language Awareness, Whys and Hows -- Autonomy, Self-Assessment and Peer Assessment -- Learning Visibility -- Exams and Tests -- Challenges -- Conclusions -- Related Topics -- References -- Part II Focus on Language Learning and Learners -- 13 The Study of Metalinguistic Constructs in Second Language Acquisition Research -- Definition of Metalinguistic Constructs -- Metalinguistic Knowledge -- Metalinguistic Awareness -- Metalinguistic Reflection and Activity -- Metalinguistic Ability -- Metalanguage -- Synthesis -- Overview of the Metalinguistic Research in SLA -- Correlational Studies -- Descriptive Studies -- Developmental Studies -- Synthesis -- Conclusion: Future Research on Metalinguistic Constructs -- Related Topics -- Notes -- References -- 14 Revisiting Research on L2 Learner Beliefs: Looking Back and Looking Forward -- Looking Back -- The Beginnings -- Traditional Approach -- Contextual Approach(es) -- Looking Forward -- More Recent Twists and Turns -- Discursive Turn, Research Continued -- Sociocultural/Dialogical Turn, Research Continued -- Affective Turn, Beginnings -- Complexity/Ecological Turn, Beginnings -- Suggestions for Further Studies and Raising Learners' Awareness of their Beliefs -- Related Topics -- References -- 15 Language Awareness and the Development of Learners' Plurilingual Competence -- Introduction. Plurilingualism and Plurilingual Competence: From an Acknowledged Reality to an Established Didactic Goal -- Language Awareness and the Development of Plurilingual Competence -- Possible Interconnections between the Development of Learner's Plurilingual Competence and Language Awareness: An Overview -- Which PC Dimensions Have Been Tackled by Researchers/Practitioners? -- What Domains of LA do the PC Dimensions Relate to? -- Which Teaching Approaches/Practices Are Used to Encourage Learners' LA Within the Scope of the Development of their PC? -- Final Considerations -- Related Topics -- References -- 16 Language Awareness in Multilingual Learning and Teaching -- Introduction -- Strands of Research on Metalinguistic Awareness -- Linguistics -- Psychology -- Education -- The Complexity and Dynamics of Multilingualism and Multilingual Development -- Terminology -- Crosslinguistic Influence in TLA and the L2 Status -- Forms of Multilingual Learning -- Multilingual Use -- Applying Dynamic Systems and/or Complexity Theory to Multilingualism -- Relating the Socio- to the Psycholinguistic Level of Multilingualism -- Holistic Thinking as a DCT-Based Principle -- The Butterfly Effect or Sensitive Dependence on Initial Conditions -- Multilingual Awareness: Emergent Property of the Multilingual System -- The Role of MLA in DMM -- Components of Multilingual Awareness -- Exploring and Testing Metalinguistic Awareness -- The Relationship Between Bilingualism and Third Language Learning -- Artificial Language Learning -- Learning an Unknown Language -- Strategy Use in Multilingual Learning -- Focus on Multilingual Awareness in Multilingual Teaching -- Multicompetence Approaches -- Choice of Languages and Order of Acquisition in a School Context -- Teaching Material -- Future Perspectives -- Related Topics -- References. |
| ctrlnum | (OCoLC)1100672392 |
| dewey-full | 418 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418 |
| dewey-search | 418 |
| dewey-sort | 3418 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| format | Electronic eBook |
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tag="505" ind1="0" ind2=" "><subfield code="a">Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Table of contents -- Dedication -- Illustrations -- Contributors -- Acknowledgements -- 1 Language Awareness: Opening Up the Field of Study -- Exploring the Scope of Language Awareness -- 1992 and Since -- The Handbook Chapters -- Part 1 -- Part 2 -- Part 3 -- Conclusion -- References -- Part I Focus on Language Teaching and Teachers -- 2 Language Awareness, Language Diversity and Migrant Languages in the Primary School -- Why Does Language Awareness Matter in the Primary School? -- Upholding Language Rights and Developing Citizenship Education in Primary Schools -- Teachers as Language Awareness Arbiters -- Language Awareness Lost: The Untapped Potential of Home-Grown Diversity -- Identifying Institutionalized, Discriminatory Practices Rooted in Misconceptions About Language -- Tackling Linguistic Parochialism and Prejudice through LA Activities in Schools -- Promoting Inclusive Language Education Policies at School: Challenges and Opportunities -- The Role of Research in Language Education: From Policy to Practice -- Nurturing Teacher Language Awareness and Cultivating Linguistic Ecologies in Schools -- Related Topics -- References -- 3 Form-Focused Instruction -- Introduction -- Background -- Types of Form-Focused Instruction -- Proactive FFI -- Input Enhancement -- Metalinguistic Explanations -- Consciousness-Raising Tasks -- Practice -- Reactive FFI -- Corrective Feedback -- Integration of FFI in Content-Based Lessons -- FFI and Language Awareness -- Concluding Comments -- Related Topics -- Note -- References -- 4 Language Awareness and Teacher Development -- Introduction -- What is TLA and Why is it Important for Teachers in L2 Contexts to be 'Language-Aware'? -- The Origins of Initiatives to Develop L2 Teachers' LA.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Approaches to the Development of TLA 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Conclusion -- Related Topics -- References -- 7 Language Awareness in the Teaching of Reading and Writing -- Introduction -- Review of Prior Research -- Models of the Reading Process -- Models of the Writing Process -- Reading and Writing in Different Languages: Bi- and Multilingual Perspectives -- Relationships Between Reading and Writing -- Types of Awareness Relevant for Reading -- Types of Awareness Relevant for Writing -- Domains of Language Awareness and their Relevance for Reading and Writing -- Methods Used -- Practical Applications: Awareness-based Reading and Writing Approaches -- Directions for Future Research -- Related Topics -- References -- 8 Teaching Critical Literacy and Language Awareness -- Literacy and Critical Pedagogy -- Literacy -- Critical Pedagogy -- The Contribution of Foucault -- A Marxist Position.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Habermas and Communicative Action: the Linguistic Turn -- Critical Literacy: the 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Methodologies -- New Departures -- Related Topics -- References -- 10 Raising Teachers' Awareness about English and English as a Lingua Franca -- Introduction -- Teacher Language Awareness (TLA) -- NNS Teachers' Awareness -- Raising ELF-awareness among Expanding Circle Teachers -- What is ELF-Awareness? -- Exemplifying ELF-Awareness -- Awareness of Language and Language Use -- Awareness of Instructional Practice -- Awareness of Learning -- Conclusion -- Acknowledgement -- Related Topics -- Notes -- References -- 11 English-medium Instruction in Multilingual University Settings: An Opportunity for Developing Language Awareness -- EMI in Europe: General Overview -- Drivers of EMI in Europe -- Road-Mapping as a Synthesizing Framework -- Roles of English -- Academic Disciplines (AD).</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">(Language) Management -- Agents -- Practices and Processes -- Internationalization and Glocalization -- Current Research Methods in EMI -- Future Trajectories in EMI Research, Policies and Language Awareness -- Related Topics -- References -- 12 Language Awareness and Assessment -- Introduction: Language Awareness and Language Assessment, the Story So Far -- Language(s) Learning and Education -- Assessment and Learning -- Assessment or Testing? -- Language Assessment and Language Awareness, Whys and Hows -- Autonomy, Self-Assessment and Peer Assessment -- Learning Visibility -- Exams and Tests -- Challenges -- Conclusions -- Related Topics -- References -- Part II Focus on Language Learning and Learners -- 13 The Study of Metalinguistic Constructs in Second Language Acquisition Research -- Definition of Metalinguistic Constructs -- Metalinguistic Knowledge -- Metalinguistic Awareness -- Metalinguistic Reflection and Activity -- Metalinguistic Ability -- Metalanguage -- Synthesis -- Overview of the Metalinguistic Research in SLA -- Correlational Studies -- Descriptive Studies -- Developmental Studies -- Synthesis -- Conclusion: Future Research on Metalinguistic Constructs -- Related Topics -- Notes -- References -- 14 Revisiting Research on L2 Learner Beliefs: Looking Back and Looking Forward -- Looking Back -- The Beginnings -- Traditional Approach -- Contextual Approach(es) -- Looking Forward -- More Recent Twists and Turns -- Discursive Turn, Research Continued -- Sociocultural/Dialogical Turn, Research Continued -- Affective Turn, Beginnings -- Complexity/Ecological Turn, Beginnings -- Suggestions for Further Studies and Raising Learners' Awareness of their Beliefs -- Related Topics -- References -- 15 Language Awareness and the Development of Learners' Plurilingual Competence -- Introduction.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Plurilingualism and Plurilingual Competence: From an Acknowledged Reality to an Established Didactic Goal -- Language Awareness and the Development of Plurilingual Competence -- Possible Interconnections between the 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on Initial Conditions -- Multilingual Awareness: Emergent Property of the Multilingual System -- The Role of MLA in DMM -- Components of Multilingual Awareness -- Exploring and Testing Metalinguistic Awareness -- The Relationship Between Bilingualism and Third Language Learning -- Artificial Language Learning -- Learning an Unknown Language -- Strategy Use in Multilingual Learning -- Focus on Multilingual Awareness in Multilingual Teaching -- Multicompetence Approaches -- Choice of Languages and Order of Acquisition in a School Context -- Teaching Material -- Future Perspectives -- Related Topics -- References.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This is the first comprehensive overview of language awareness, comprising up-to-date reviews of both established and innovative themes by experts and organized around the 3 different perspectives of language awareness: language teaching & teachers; language learning & learners; and areas less 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| genre | handbooks. aat Handbooks and manuals. lcgft http://id.loc.gov/authorities/genreForms/gf2014026109 Guides et manuels. rvmgf |
| genre_facet | handbooks. Handbooks and manuals. Guides et manuels. |
| id | ZDB-4-EBA-on1100672392 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:29:28Z |
| institution | BVB |
| isbn | 9781317385349 1317385349 9781317385332 1317385330 9781317385325 1317385322 9781315676494 1315676494 |
| language | English |
| oclc_num | 1100672392 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | Routledge, |
| record_format | marc |
| spelling | The Routledge handbook of language awareness / edited by Peter Garrett and Josep M. Cots. Handbook of language awareness Language awareness London : Routledge, 2017. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Table of contents -- Dedication -- Illustrations -- Contributors -- Acknowledgements -- 1 Language Awareness: Opening Up the Field of Study -- Exploring the Scope of Language Awareness -- 1992 and Since -- The Handbook Chapters -- Part 1 -- Part 2 -- Part 3 -- Conclusion -- References -- Part I Focus on Language Teaching and Teachers -- 2 Language Awareness, Language Diversity and Migrant Languages in the Primary School -- Why Does Language Awareness Matter in the Primary School? -- Upholding Language Rights and Developing Citizenship Education in Primary Schools -- Teachers as Language Awareness Arbiters -- Language Awareness Lost: The Untapped Potential of Home-Grown Diversity -- Identifying Institutionalized, Discriminatory Practices Rooted in Misconceptions About Language -- Tackling Linguistic Parochialism and Prejudice through LA Activities in Schools -- Promoting Inclusive Language Education Policies at School: Challenges and Opportunities -- The Role of Research in Language Education: From Policy to Practice -- Nurturing Teacher Language Awareness and Cultivating Linguistic Ecologies in Schools -- Related Topics -- References -- 3 Form-Focused Instruction -- Introduction -- Background -- Types of Form-Focused Instruction -- Proactive FFI -- Input Enhancement -- Metalinguistic Explanations -- Consciousness-Raising Tasks -- Practice -- Reactive FFI -- Corrective Feedback -- Integration of FFI in Content-Based Lessons -- FFI and Language Awareness -- Concluding Comments -- Related Topics -- Note -- References -- 4 Language Awareness and Teacher Development -- Introduction -- What is TLA and Why is it Important for Teachers in L2 Contexts to be 'Language-Aware'? -- The Origins of Initiatives to Develop L2 Teachers' LA. Approaches to the Development of TLA Adopted in Pre-Service and In-Service Programmes for L2 Teachers -- TLA in the Context of CLIL and LAC: Challenges and Approaches -- LA and Teacher Development in CLIL Contexts -- Concluding Remarks -- Related Topics -- References -- 5 Teachers' Beliefs and Classroom Practices -- Introduction -- Defining Beliefs -- Why Study Beliefs and Practices? -- Insights from the Literature -- Methodological Issues -- Studying Teachers' Beliefs and Practices -- Key Points -- Guidelines -- Define a Clear Rationale -- Problematize 'Belief' -- Problematize the Beliefs/Practice Relationship -- Maximize Methodological Rigour -- Conclusion -- Related Topics -- References -- 6 Language Awareness and the Teaching of Listening and Speaking -- Introduction -- Awareness about the Nature of Speech -- Comparing Speech and Writing -- Features of Spoken Discourse -- Genres of Speech -- Spoken Grammar -- Lexical Items in Speech -- Discourse Intonation -- Metacognitive Awareness -- Metacognition and Instruction -- Conclusion -- Related Topics -- References -- 7 Language Awareness in the Teaching of Reading and Writing -- Introduction -- Review of Prior Research -- Models of the Reading Process -- Models of the Writing Process -- Reading and Writing in Different Languages: Bi- and Multilingual Perspectives -- Relationships Between Reading and Writing -- Types of Awareness Relevant for Reading -- Types of Awareness Relevant for Writing -- Domains of Language Awareness and their Relevance for Reading and Writing -- Methods Used -- Practical Applications: Awareness-based Reading and Writing Approaches -- Directions for Future Research -- Related Topics -- References -- 8 Teaching Critical Literacy and Language Awareness -- Literacy and Critical Pedagogy -- Literacy -- Critical Pedagogy -- The Contribution of Foucault -- A Marxist Position. Habermas and Communicative Action: the Linguistic Turn -- Critical Literacy: the Work of Freire -- Applications of Theory: Dilemmas in Practical Critical Literacy -- Whose Opinion? -- Whose Empowerment? -- Whose Awareness? -- Whose Interpretation? -- The Role of Language Awareness in a Critical Literacy Pedagogy -- Hallidayan Systemic Functional Grammar -- The LINC Materials: Application of a Systemic Functional Model -- Critical Discourse Analysis and Critical Language Awareness -- Teaching Critical Literacy -- Examples of Teaching Critical Literacy and Language Awareness: From Consciousness-Raising to Textual Analysis -- Mother's Day -- Romeo and Juliet -- Men's Health -- The Childminder -- Summarizing Points -- Related Topics -- References -- 9 Literature, Creativity and Language Awareness -- Definitions and Delimiting the Field -- Literature -- Language Awareness -- Creativity -- Literary and Linguistic Creativity -- Literary Linguistic Creativity in Education -- Stylistics and Linguistic Approaches to Literature in Education -- Creative Writing Programmes and Methodologies -- New Departures -- Related Topics -- References -- 10 Raising Teachers' Awareness about English and English as a Lingua Franca -- Introduction -- Teacher Language Awareness (TLA) -- NNS Teachers' Awareness -- Raising ELF-awareness among Expanding Circle Teachers -- What is ELF-Awareness? -- Exemplifying ELF-Awareness -- Awareness of Language and Language Use -- Awareness of Instructional Practice -- Awareness of Learning -- Conclusion -- Acknowledgement -- Related Topics -- Notes -- References -- 11 English-medium Instruction in Multilingual University Settings: An Opportunity for Developing Language Awareness -- EMI in Europe: General Overview -- Drivers of EMI in Europe -- Road-Mapping as a Synthesizing Framework -- Roles of English -- Academic Disciplines (AD). (Language) Management -- Agents -- Practices and Processes -- Internationalization and Glocalization -- Current Research Methods in EMI -- Future Trajectories in EMI Research, Policies and Language Awareness -- Related Topics -- References -- 12 Language Awareness and Assessment -- Introduction: Language Awareness and Language Assessment, the Story So Far -- Language(s) Learning and Education -- Assessment and Learning -- Assessment or Testing? -- Language Assessment and Language Awareness, Whys and Hows -- Autonomy, Self-Assessment and Peer Assessment -- Learning Visibility -- Exams and Tests -- Challenges -- Conclusions -- Related Topics -- References -- Part II Focus on Language Learning and Learners -- 13 The Study of Metalinguistic Constructs in Second Language Acquisition Research -- Definition of Metalinguistic Constructs -- Metalinguistic Knowledge -- Metalinguistic Awareness -- Metalinguistic Reflection and Activity -- Metalinguistic Ability -- Metalanguage -- Synthesis -- Overview of the Metalinguistic Research in SLA -- Correlational Studies -- Descriptive Studies -- Developmental Studies -- Synthesis -- Conclusion: Future Research on Metalinguistic Constructs -- Related Topics -- Notes -- References -- 14 Revisiting Research on L2 Learner Beliefs: Looking Back and Looking Forward -- Looking Back -- The Beginnings -- Traditional Approach -- Contextual Approach(es) -- Looking Forward -- More Recent Twists and Turns -- Discursive Turn, Research Continued -- Sociocultural/Dialogical Turn, Research Continued -- Affective Turn, Beginnings -- Complexity/Ecological Turn, Beginnings -- Suggestions for Further Studies and Raising Learners' Awareness of their Beliefs -- Related Topics -- References -- 15 Language Awareness and the Development of Learners' Plurilingual Competence -- Introduction. Plurilingualism and Plurilingual Competence: From an Acknowledged Reality to an Established Didactic Goal -- Language Awareness and the Development of Plurilingual Competence -- Possible Interconnections between the Development of Learner's Plurilingual Competence and Language Awareness: An Overview -- Which PC Dimensions Have Been Tackled by Researchers/Practitioners? -- What Domains of LA do the PC Dimensions Relate to? -- Which Teaching Approaches/Practices Are Used to Encourage Learners' LA Within the Scope of the Development of their PC? -- Final Considerations -- Related Topics -- References -- 16 Language Awareness in Multilingual Learning and Teaching -- Introduction -- Strands of Research on Metalinguistic Awareness -- Linguistics -- Psychology -- Education -- The Complexity and Dynamics of Multilingualism and Multilingual Development -- Terminology -- Crosslinguistic Influence in TLA and the L2 Status -- Forms of Multilingual Learning -- Multilingual Use -- Applying Dynamic Systems and/or Complexity Theory to Multilingualism -- Relating the Socio- to the Psycholinguistic Level of Multilingualism -- Holistic Thinking as a DCT-Based Principle -- The Butterfly Effect or Sensitive Dependence on Initial Conditions -- Multilingual Awareness: Emergent Property of the Multilingual System -- The Role of MLA in DMM -- Components of Multilingual Awareness -- Exploring and Testing Metalinguistic Awareness -- The Relationship Between Bilingualism and Third Language Learning -- Artificial Language Learning -- Learning an Unknown Language -- Strategy Use in Multilingual Learning -- Focus on Multilingual Awareness in Multilingual Teaching -- Multicompetence Approaches -- Choice of Languages and Order of Acquisition in a School Context -- Teaching Material -- Future Perspectives -- Related Topics -- References. This is the first comprehensive overview of language awareness, comprising up-to-date reviews of both established and innovative themes by experts and organized around the 3 different perspectives of language awareness: language teaching & teachers; language learning & learners; and areas less directly concerned with language instruction. Language awareness. http://id.loc.gov/authorities/subjects/sh85074555 Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Conscience linguistique. Langage et langues Étude et enseignement. Language and languages Study and teaching fast Language awareness fast handbooks. aat Handbooks and manuals. lcgft http://id.loc.gov/authorities/genreForms/gf2014026109 Guides et manuels. rvmgf Garrett, Peter, 1950- editor. https://id.oclc.org/worldcat/entity/E39PCjwJkkRGqkWcmkH9kpQkQq http://id.loc.gov/authorities/names/n90700971 Cots, Josep Maria, editor. has work: The Routledge handbook of language awareness (Text) https://id.oclc.org/worldcat/entity/E39PCH86K8crkxwgDQMkfMQQMd https://id.oclc.org/worldcat/ontology/hasWork FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1554387 Volltext |
| spellingShingle | The Routledge handbook of language awareness / Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Table of contents -- Dedication -- Illustrations -- Contributors -- Acknowledgements -- 1 Language Awareness: Opening Up the Field of Study -- Exploring the Scope of Language Awareness -- 1992 and Since -- The Handbook Chapters -- Part 1 -- Part 2 -- Part 3 -- Conclusion -- References -- Part I Focus on Language Teaching and Teachers -- 2 Language Awareness, Language Diversity and Migrant Languages in the Primary School -- Why Does Language Awareness Matter in the Primary School? -- Upholding Language Rights and Developing Citizenship Education in Primary Schools -- Teachers as Language Awareness Arbiters -- Language Awareness Lost: The Untapped Potential of Home-Grown Diversity -- Identifying Institutionalized, Discriminatory Practices Rooted in Misconceptions About Language -- Tackling Linguistic Parochialism and Prejudice through LA Activities in Schools -- Promoting Inclusive Language Education Policies at School: Challenges and Opportunities -- The Role of Research in Language Education: From Policy to Practice -- Nurturing Teacher Language Awareness and Cultivating Linguistic Ecologies in Schools -- Related Topics -- References -- 3 Form-Focused Instruction -- Introduction -- Background -- Types of Form-Focused Instruction -- Proactive FFI -- Input Enhancement -- Metalinguistic Explanations -- Consciousness-Raising Tasks -- Practice -- Reactive FFI -- Corrective Feedback -- Integration of FFI in Content-Based Lessons -- FFI and Language Awareness -- Concluding Comments -- Related Topics -- Note -- References -- 4 Language Awareness and Teacher Development -- Introduction -- What is TLA and Why is it Important for Teachers in L2 Contexts to be 'Language-Aware'? -- The Origins of Initiatives to Develop L2 Teachers' LA. Approaches to the Development of TLA Adopted in Pre-Service and In-Service Programmes for L2 Teachers -- TLA in the Context of CLIL and LAC: Challenges and Approaches -- LA and Teacher Development in CLIL Contexts -- Concluding Remarks -- Related Topics -- References -- 5 Teachers' Beliefs and Classroom Practices -- Introduction -- Defining Beliefs -- Why Study Beliefs and Practices? -- Insights from the Literature -- Methodological Issues -- Studying Teachers' Beliefs and Practices -- Key Points -- Guidelines -- Define a Clear Rationale -- Problematize 'Belief' -- Problematize the Beliefs/Practice Relationship -- Maximize Methodological Rigour -- Conclusion -- Related Topics -- References -- 6 Language Awareness and the Teaching of Listening and Speaking -- Introduction -- Awareness about the Nature of Speech -- Comparing Speech and Writing -- Features of Spoken Discourse -- Genres of Speech -- Spoken Grammar -- Lexical Items in Speech -- Discourse Intonation -- Metacognitive Awareness -- Metacognition and Instruction -- Conclusion -- Related Topics -- References -- 7 Language Awareness in the Teaching of Reading and Writing -- Introduction -- Review of Prior Research -- Models of the Reading Process -- Models of the Writing Process -- Reading and Writing in Different Languages: Bi- and Multilingual Perspectives -- Relationships Between Reading and Writing -- Types of Awareness Relevant for Reading -- Types of Awareness Relevant for Writing -- Domains of Language Awareness and their Relevance for Reading and Writing -- Methods Used -- Practical Applications: Awareness-based Reading and Writing Approaches -- Directions for Future Research -- Related Topics -- References -- 8 Teaching Critical Literacy and Language Awareness -- Literacy and Critical Pedagogy -- Literacy -- Critical Pedagogy -- The Contribution of Foucault -- A Marxist Position. Habermas and Communicative Action: the Linguistic Turn -- Critical Literacy: the Work of Freire -- Applications of Theory: Dilemmas in Practical Critical Literacy -- Whose Opinion? -- Whose Empowerment? -- Whose Awareness? -- Whose Interpretation? -- The Role of Language Awareness in a Critical Literacy Pedagogy -- Hallidayan Systemic Functional Grammar -- The LINC Materials: Application of a Systemic Functional Model -- Critical Discourse Analysis and Critical Language Awareness -- Teaching Critical Literacy -- Examples of Teaching Critical Literacy and Language Awareness: From Consciousness-Raising to Textual Analysis -- Mother's Day -- Romeo and Juliet -- Men's Health -- The Childminder -- Summarizing Points -- Related Topics -- References -- 9 Literature, Creativity and Language Awareness -- Definitions and Delimiting the Field -- Literature -- Language Awareness -- Creativity -- Literary and Linguistic Creativity -- Literary Linguistic Creativity in Education -- Stylistics and Linguistic Approaches to Literature in Education -- Creative Writing Programmes and Methodologies -- New Departures -- Related Topics -- References -- 10 Raising Teachers' Awareness about English and English as a Lingua Franca -- Introduction -- Teacher Language Awareness (TLA) -- NNS Teachers' Awareness -- Raising ELF-awareness among Expanding Circle Teachers -- What is ELF-Awareness? -- Exemplifying ELF-Awareness -- Awareness of Language and Language Use -- Awareness of Instructional Practice -- Awareness of Learning -- Conclusion -- Acknowledgement -- Related Topics -- Notes -- References -- 11 English-medium Instruction in Multilingual University Settings: An Opportunity for Developing Language Awareness -- EMI in Europe: General Overview -- Drivers of EMI in Europe -- Road-Mapping as a Synthesizing Framework -- Roles of English -- Academic Disciplines (AD). (Language) Management -- Agents -- Practices and Processes -- Internationalization and Glocalization -- Current Research Methods in EMI -- Future Trajectories in EMI Research, Policies and Language Awareness -- Related Topics -- References -- 12 Language Awareness and Assessment -- Introduction: Language Awareness and Language Assessment, the Story So Far -- Language(s) Learning and Education -- Assessment and Learning -- Assessment or Testing? -- Language Assessment and Language Awareness, Whys and Hows -- Autonomy, Self-Assessment and Peer Assessment -- Learning Visibility -- Exams and Tests -- Challenges -- Conclusions -- Related Topics -- References -- Part II Focus on Language Learning and Learners -- 13 The Study of Metalinguistic Constructs in Second Language Acquisition Research -- Definition of Metalinguistic Constructs -- Metalinguistic Knowledge -- Metalinguistic Awareness -- Metalinguistic Reflection and Activity -- Metalinguistic Ability -- Metalanguage -- Synthesis -- Overview of the Metalinguistic Research in SLA -- Correlational Studies -- Descriptive Studies -- Developmental Studies -- Synthesis -- Conclusion: Future Research on Metalinguistic Constructs -- Related Topics -- Notes -- References -- 14 Revisiting Research on L2 Learner Beliefs: Looking Back and Looking Forward -- Looking Back -- The Beginnings -- Traditional Approach -- Contextual Approach(es) -- Looking Forward -- More Recent Twists and Turns -- Discursive Turn, Research Continued -- Sociocultural/Dialogical Turn, Research Continued -- Affective Turn, Beginnings -- Complexity/Ecological Turn, Beginnings -- Suggestions for Further Studies and Raising Learners' Awareness of their Beliefs -- Related Topics -- References -- 15 Language Awareness and the Development of Learners' Plurilingual Competence -- Introduction. Plurilingualism and Plurilingual Competence: From an Acknowledged Reality to an Established Didactic Goal -- Language Awareness and the Development of Plurilingual Competence -- Possible Interconnections between the Development of Learner's Plurilingual Competence and Language Awareness: An Overview -- Which PC Dimensions Have Been Tackled by Researchers/Practitioners? -- What Domains of LA do the PC Dimensions Relate to? -- Which Teaching Approaches/Practices Are Used to Encourage Learners' LA Within the Scope of the Development of their PC? -- Final Considerations -- Related Topics -- References -- 16 Language Awareness in Multilingual Learning and Teaching -- Introduction -- Strands of Research on Metalinguistic Awareness -- Linguistics -- Psychology -- Education -- The Complexity and Dynamics of Multilingualism and Multilingual Development -- Terminology -- Crosslinguistic Influence in TLA and the L2 Status -- Forms of Multilingual Learning -- Multilingual Use -- Applying Dynamic Systems and/or Complexity Theory to Multilingualism -- Relating the Socio- to the Psycholinguistic Level of Multilingualism -- Holistic Thinking as a DCT-Based Principle -- The Butterfly Effect or Sensitive Dependence on Initial Conditions -- Multilingual Awareness: Emergent Property of the Multilingual System -- The Role of MLA in DMM -- Components of Multilingual Awareness -- Exploring and Testing Metalinguistic Awareness -- The Relationship Between Bilingualism and Third Language Learning -- Artificial Language Learning -- Learning an Unknown Language -- Strategy Use in Multilingual Learning -- Focus on Multilingual Awareness in Multilingual Teaching -- Multicompetence Approaches -- Choice of Languages and Order of Acquisition in a School Context -- Teaching Material -- Future Perspectives -- Related Topics -- References. Language awareness. http://id.loc.gov/authorities/subjects/sh85074555 Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Conscience linguistique. Langage et langues Étude et enseignement. Language and languages Study and teaching fast Language awareness fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85074555 http://id.loc.gov/authorities/subjects/sh85074536 http://id.loc.gov/authorities/genreForms/gf2014026109 |
| title | The Routledge handbook of language awareness / |
| title_alt | Handbook of language awareness Language awareness |
| title_auth | The Routledge handbook of language awareness / |
| title_exact_search | The Routledge handbook of language awareness / |
| title_full | The Routledge handbook of language awareness / edited by Peter Garrett and Josep M. Cots. |
| title_fullStr | The Routledge handbook of language awareness / edited by Peter Garrett and Josep M. Cots. |
| title_full_unstemmed | The Routledge handbook of language awareness / edited by Peter Garrett and Josep M. Cots. |
| title_short | The Routledge handbook of language awareness / |
| title_sort | routledge handbook of language awareness |
| topic | Language awareness. http://id.loc.gov/authorities/subjects/sh85074555 Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Conscience linguistique. Langage et langues Étude et enseignement. Language and languages Study and teaching fast Language awareness fast |
| topic_facet | Language awareness. Language and languages Study and teaching. Conscience linguistique. Langage et langues Étude et enseignement. Language and languages Study and teaching Language awareness handbooks. Handbooks and manuals. Guides et manuels. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1554387 |
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