A review of teacher language awareness (2015-2024): Current trends and future directions

Weiqing Wang; Yuqing Yan

doi:10.54475/jlt.2024.023

Authors

Weiqing Wang Xiangtan University
Yuqing Yan Xiangtan University

DOI:

https://doi.org/10.54475/jlt.2024.023

Keywords:

teacher language awareness, critical language awareness, language teachers

Abstract

Teacher language awareness (TLA) encompasses language teachers’ competencies in using language, analyzing language, and teaching language (Lindahl, 2019). As these competencies directly influence how teachers teach language and the effectiveness of their instruction, TLA has garnered growing interest in recent years, resulting in an expanding body of research. Against this backdrop, this review first briefly clarifies the definitions and boundaries of TLA, highlighting the importance of integrating critical language awareness into TLA. It then analyzes the working mechanisms of TLA, followed by a selective review of empirical research (2015-2024) on the effect of TLA on teachers’ beliefs and practices, the current state of TLA, mediating factors, and the strategies for developing TLA. The review concludes by emphasizing the relevance of social and power dynamics in TLA and discussing current trends and future directions for TLA research.

Author Biographies

Weiqing Wang, Xiangtan University

Professor Weiqing Wang received her PhD degree from Michigan State University. She is now a professor in the English Department of the School of Foreign Language Studies at Xiangtan University, Hunan, China.
Email: wangweiq@xtu.edu.cn
Yuqing Yan, Xiangtan University

Yuqing Yan is a graduate student from the School of Foreign Language Studies at Xiangtan University, Hunan, China.
Email: 1034424810@qq.com

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