ALA defines language awareness as “explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use”. My personal take has always been to frame awareness as a ‘first-person phenomenon’, which implies the primary focus on the agent of languaging (Concário, 2018; James, 1999; Swain, 2006). In this digital talk, I will address principles and (nowadays – I feel – less common) procedures in LA research that can favor second-order analysis, and data collected with language learners as agents throughout instructional mediation. 

References

Concário, M. (2018). Attempts at raising awareness of language and learning through collaborative writing in college. Ilha do Desterro: a journal of English language, literature in English and cultural studies, 71(3), 59-80. doi: https://doi.org/jjck. 

James, C. (1999). Language awareness: Implications for the language curriculum. Language, culture and curriculum, 12(1), 94-115. 

Swain, M. (2006). Languaging, agency and collaboration in advanced second language learning. In: H. Byrnes (Ed.). Advanced language learning: the contributions of Halliday and Vygotsky (p. 95-108). London.