A key to independent learning
in early years
Moudle 1
Theoretical Framework
Language Awareness is one of those aspects that sometimes are neglected into the Bilingual classroom, although students may infer that there are similar grammatical aspects, sounds, structures, etc. in their own native language when learning a target language, they just start “discovering” that there is some sort of previous sensitivity for generalizing some paradigms and rules within both languages. (Pousada, A. p. 1)
But before continuing bearing in mind the relevance of LA in Bilingual teachers, what is exactly Language Awareness about? Alicia Posuada defines it as:
Language Awareness refers to explicit knowledge about and sensitivity to language issues. Promoters of Language Awareness believe that there are societal benefits to developing conscious understanding of how language is structured, used, and acquired, as well as learning about attitudes and their effect upon interpersonal interaction, work relations, professional activities, community life, and family socialization practices. (Pousada, A.)
And Elizabeth Ellis defines LA as:
Language awareness’ (LA) is a term commonly heard in TESOL teacher education; often as part of a discussion about whether teachers-in-training have ‘sufficient’ LA to do well in their practicum and, ultimately, in the classroom (Ellis, E. M)
Taking into consideration these two definitions we can imply that Language Awareness deals with every day exposure to language in every aspect of children life in which they have to use language for communication. It is the sensitivity they develop through trying to handle a language, or pair of languages when they are involved in a bilingual environment. This exposure to one, two or more languages occurs within and out of the classroom and affects them emotionally, affectively and in a social basis. But when children are at school, administrators, educators, and especially teachers have to be conscious of LA and the experiences children are engaged in when dealing with this cognitive issue.
Consequently, teachers must develop what Amanda Howerton-Fox calls Teacher Language Awareness (TLA) which explains it as:
Teacher Language Awareness (TLA) is defined as teachers’ knowledge-in-action about language and language teaching, which consists of their explicit language knowledge, knowledge of learners, language proficiency, and beliefs and feelings about language and language teaching. (Howerton-Fox A.)
So in other words, Teacher Language Awareness refers to pedagogical aspects teachers have to consider when teaching a native language and target language in a bilingual context. But if we take these considerations to the Bilingual classroom it will not be so different. The only difference is that the teacher will be working with two languages instead of one, and so the teaching methodology, procedures, activities, will have to consider LA in two languages. There are many kinds of activities teachers can do for promoting LA into the classroom. The following link show a video with examples of activities teachers can use for fostering LA within the classroom:
Video: Examples of LA activities for teachers
http://www.ecetp.pdp.albany.edu/video/language_awareness_activities.shtm
When watching this video, bilingual teachers can get a gist of what kind of activities could be done for assuring Language Awareness within the classroom. There are also promoters of Language Awareness like Eric Hawkins, a pioneer in the field that also suggests that there must be a subject in every school that deals with Language Awareness, he even proposes a title for this subject. “The Study of Language” as cited by Ross Mitchell (Ross Mitchell, p16):
A new subject called "The Study of Language" in the secondary school. . . pupils would examine the function of language . . . learn about language acquisition, as future parents . . . analyse linguistic prejudices . . . study by means of field work the effectiveness of language in a variety of contexts . . . The programme would also include contrastive studies of LI and L2. (Hawkins, 1974: 62, in Hawkins 1992)
If you wish to learn more about the concept of Language Awareness you can direct to Erick Hawkins (1905-2010), one of the pioneers of this concept back in the 70´s. In the following links there is a short description of himself as well as his works:
Erick Hawkins on the Web
http://www.languageawareness.org/web.ala/web/member/page_eric_hawkins.htm.
http://www.languagescompany.com/eric-hawkins.html.
