Harshini Lalwani

DOI: https://doi.org/10.47133/tegc_ch10  

ABSTRACT

The status of English as an international language requires enhanced awareness regarding what is appropriate and where. Effective communication requires that language users be aware of grammatical structures, pronunciation features, and vocabulary use as well as the socio-cultural effects produced by a language when used and interpreted in different contexts. Because language is intrinsically interwoven with society, learners need to be able to analyze not just the differences between their first language and a target language but also the ways in which a given language operates in various communicative contexts. In this chapter, you will learn how such linguistic and social aspects can guide learners with appropriate usage. You will learn how to use language in your classroom for helping learners understand instructions, explanations, and content. You will also learn how to build your own language awareness and, in turn, guide learners in developing their language awareness. 

Keywords: language awareness, Language Awareness Features Framework, pragmatic awareness, communicative contexts, socio-cultural effects

How to cite this chapter: 

Lalwani, H. (2023). Building Language Awareness. In V. Canese & S. Spezzini (Eds.), Teaching English in Global Contexts, Language, Learners and Learning (pp. 136-144). Editorial Facultad de Filosofía, UNA. https://doi.org/10.47133/tegc_ch10

INTRODUCTION

When you were learning a second or subsequent language (L2), you probably noticed that learning this new language was not just a matter of learning its language systems. Simply producing grammar, vocabulary, and pronunciation is not enough for being able to communicate successfully with others. Equally important is pragmatic awareness, which is knowledge of how to use the L2 in different social and cultural contexts. In addition to being able to use L2 structures, you need to consider these questions: 

• How will your communication style be interpreted in a different culture? 

• What types of non-verbal behavior are appropriate in each context? 

• Is it acceptable to communicate in the same way with different genders, ages, ethnic groups, and social classes?

Language awareness is being consciously aware about the language and how it is used in society. This supports acquiring L2 structures (grammar, vocabulary, pronunciation) and using these structures to communicate. As teachers, we help our students build language awareness, which is a cognitive process leading to language acquisition. We can accomplish this by

• acquiring a deeper understanding of what language awareness means in terms of L2 teaching and learning

• helping L2 learners experience the benefits of conscious learning

• facilitating connections between teaching and learning

• knowing how language awareness leads to language acquisition to ensure that our students’ language learning experiences are more personal and meaningful.  

BACKGROUND

Naturalistic and communicative language teaching methods appeared in the 1980s and soon gained in popularity. Such methods were based on the premise that language acquisition occurs when students are immersed in L2 without explicit language instruction. Numerous studies were conducted of Canadian L2 immersion programs, where Anglophone children were schooled in French, and of intensive ESL programs, which were based on communicative language teaching. These studies found that learners could communicate in L2 but had “lower-than-expected levels of linguistic accuracy” (Ranta & Lyster, 2018, p. 41). In a parallel manner, research on foreign language learning in secondary schools in the United Kingdom revealed “notoriously dismal achievements” among many learners (James & Garrett, 2013, p. 3). Subsequent discussions and debates identified a need for “the integration of form-oriented and meaning-oriented approaches to maximize the effects of L2 teaching” (Ranta & Lyster, 2018, p. 41). This led to the creation of the Association of Language Awareness (ALA; Hawkins, 1999). 

The ALA describes language awareness as “explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use” and mentions how language awareness was in “widespread use in the United Kingdom in the early 1980s” (n.d., para. 1). In 1985, the National Council for Language in Education defined language awareness as “a person’s sensitivity to and conscious awareness of the nature of the language and its role in the human life” (Donmall, 1985, as cited in Donmall-Hicks, 1997, p. 21). Both definitions suggest that consciousness and sensitivity are not always present at the time of L2 learning. However, these definitions also suggest that consciousness and sensitivity can be activated by teachers through explicit discussion about the language in the learning environment. 

In line with these definitions, language teachers who understand language awareness can support their learners in developing language awareness, which is the cognitive process leading towards acquisition. These teachers encourage language learners to use their intuitive first language (L1) knowledge to compare and experiment with the L2. In a language classroom that focuses on language awareness, the learners participate in activities where they reflect on language rules and talk about how language can vary in different contexts and interactions. They also explore their own language learning strategies. 

As L2 classes began to focus on building language awareness, their methodologies moved from teaching language systems in isolation towards “teaching of the form (grammar, lexis and pronunciation) within meaning-based instruction” (Svalberg, 2007, p. 287). These methodologies require teachers to know about L2 systems, to know how language awareness leads to language acquisition, and, also, to know how to guide learners in building their language awareness.

MAJOR DIMENSIONS

To understand language awareness, we must first recognize the complexity of language use as “dynamic and powerful, rarely either straightforward or value free” (Arndt et al., 2000, p. 18.). This recognition views language as constantly changing and as influenced by how society is organized at a given time and space. It also views language as being used in a particular context and as emerging from linguistic choices made by participants.

The features that affect language use and their relationships to each other are displayed in the Language Awareness Features Framework (Arndt et al., 2000). This framework is a useful tool for teachers and students to understand the complexity of language and, in turn, enhance their language awareness. 

In this framework, the starting point is language-in-use, which is situated in the middle—similar to the bull’s eye on an archery target. This inside circle is surrounded by three concentric rings. The first concentric ring consists of flexibility and the choice of words and structures. 

• Flexibility—how you adapt your language use to meet the needs of changing circumstances in your teaching environment. For example, new words constantly appear and are added to the linguistic repertoire, such as “break-out rooms” in virtual teaching venues. Related is how common words take on new meanings (e.g., chatting in person versus chatting online). Help learners gain awareness of these language adaptations. 

• Choice of words and structures—choices you make in the classroom. For example, when teaching, adapt to learners’ proficiency levels by using simple grammatical structures and vocabulary and to their ages by using appropriate intonation patterns and instructions. Therefore, depending on your students’ age and language level, you might give instructions by using either a command or a request. Similarly, adapt to your learners’ needs and interests as well as to their identities such as by using features from a regional variety, such as American English or Australian English.

The features in this first concentric ring are directly influenced by the second concentric ring, which immediately surrounds it. This second ring contains four items: variety of language forms, medium of communication, attitude, and the effectiveness of language on learners. 

• Variety of language forms—spoken and written forms of language. This includes style (formal or informal), dialect, accent, and source. For example, use different words (e.g., discuss, debate, argue, chat) when giving instructions, depending on whether the task is written or spoken and, also, whether it is formal or informal. 

• Medium of communication—channel of communication through which an idea is transmitted. This includes using slightly different words and sentences when writing instructions on an exam than when giving oral instructions during a lesson. For example, include emoticons and netspeak (e.g., LOL or BRB) when texting but not when writing an academic report. 

• Attitude—sensitivity towards a particular learner or the group. Demonstrate attitude through choice of language and intonation. For example, when communicating with students, use nuances of intonation to transmit your enthusiasm, frustration, stress, or calmness. 

• Effectiveness of language on learners—effects from your instructional language on learners. This includes ensuring that your message is clear and has the desired effect. For example, carefully select language and adapt structure, vocabulary, and pronunciation. 

The outer-most ring contains context of language use and knowledge of the world. 

• Context of language use—context in which interaction takes place. The environment, purpose of the interaction, and relationship between participants are just as important as the language itself. For example, use different words and tone when discussing food with peers during lunch than with an external examiner during a language proficiency exam. 

• Knowledge of the world—what we know by our individual and collective culture and by our learning experiences, opinions, and perspectives. We need to consider our learners’ knowledge of the world before making decisions about input materials, language for giving instructions, and relevance. For example, it is difficult to describe a snowflake if we have limited knowledge of how this object interacts within a particular culture. 

To become an effective L2 teacher, first focus on developing your awareness of language and the features that affect language use by understanding the intertwined relationships illustrated in the Language Awareness Features Framework (Arndt et al., 2000). Then, based on your enhanced language awareness, guide your students with developing their own language awareness. 

PEDAGOGICAL APPLICATIONS

Your relationship with L2 learners is key to fostering their language awareness (Dufva, 1994; Soons, 2008). Another key is your multi-faceted role as teacher, which includes being arbitrator, facilitator, referee, participant, and authority. To prepare your learners to function successfully in a target community (Suij-Ojeda, 2017), strive to be linguistically competent and culturally knowledgeable. Learn about the grammar structures, vocabulary issues, and phonology challenges facing L2 learners and be able to explain these to your learners in the way that they learn best. Serve as a meaning negotiator and culture broker by systematically questioning, clarifying, explaining, summarizing, and seeking ideas to support your learners. With a flexible, non-judgmental attitude, discover your students’ cultures, perspectives on specific topics, and opinions about how they learn language. Finally, be a model for your students and show them how much you enjoy learning spontaneously in their multicultural, multilingual classrooms.

Within your multifaceted role as teacher, implementing instructional activities is as important as developing your learners’ language awareness and language consciousness. Given that everyone learns differently, no formulas exist that can help all students build language awareness in the same way and at the same pace. To start building language awareness, adapt activities for the students’ ages, language proficiencies, and preferred ways of learning. Implement activities for helping your students learn theoretical knowledge, acquire pragmatic skills of language use, practice recognition skills, and develop abilities to articulate coherently and write clearly. Here are several ways to build your learners’ language awareness: 

• Encourage learners to talk about language. Allow time to compare the target language with languages they already know. Plan sufficient time for sharing assumptions, discussions, and debates regarding appropriate language use in given situations. When students share their own experiences with cultures and languages, they enrich what is being taught and learned. Provide opportunities to learn beyond what is in a book such as through group work, cooperative tasks, debates, and small talk.

• Give learners several opportunities to observe and reflect on language use. Direct your learners’ attention toward observing the nonverbal behaviors among people of different genders, cultures, and social standings when interacting with each other. This helps build sensitivity regarding the implicit meanings of language structure. Expose learners to how spoken and written language differ and how the same message is expressed differently in different mediums. 

• Include real world sources in your classroom whenever possible. Choose instructional materials with native English speakers and non-native English speakers from different cultures and countries. Observe learners as they navigate these resources to discover their interests and the ways in which they learn. Use this information to further improve your interaction and communication with learners.

The complexity and nuances involved in building language awareness may sound intimidating. However, the benefits of creating language-aware learners are so great that your time and effort will be worthwhile. Your efforts at building learners’ language awareness will help you identify their respective language challenges. You will also be able to analyze the reasons for these challenges and identify ways to provide support. These intense discussions about a language will motivate your learners and help them relate to the language and its culture. 

By understanding the relationship between language and society, learners gain confidence for using L2, build tolerance for accepting differences, and finetune relationships for interacting in multicultural settings. By being aware of “hidden meanings, tacit assumptions and rhetorical traps” (Dufva, 1994, p. 29), your learners will be better able to identify attitudes, biases, and social values. This will empower them for tactfully handling interactions in social situations. When learners participate in discussions about L2, they develop cognitive strategies. They also organize L2 patterns and rules by comparing them to their L1. Thus, by building language awareness, learners become more efficient at L2 learning and more skillful at communicating. 

In this chapter, you learned about language awareness, the Language Awareness Features Framework (Arndt et al., 2000), and the ALA. You also learned how to build language awareness among your L2 learners and how this will lead to language acquisition.

Here are some key concepts about language awareness:

• When the role of language awareness was acknowledged, this supported a shift in trends from form-focused approaches or communication-focused approaches to an approach that is focused on both form and meaning (with lessons that incorporate both form and meaning).

• Language is complex, everchanging, and heavily influenced by the culture and context in which it is used. The Language Awareness Features Framework (Arndt et al., 2000) illustrates the features that influence language use and their relationships to each other.

• The first step towards making your students more language-aware depends on your knowledge of language systems, your knowledge of language use, and your adaptation of language to build strong linguistic relations with your students.

• Your roles, activities, and techniques in class are greatly influenced by your sensitivity toward language and its use. Apply these to help your students build personal relationships with the language they are learning and, by doing so, increase motivation and confidence.

Based on what you have learned about language awareness, discuss these questions:

1. How would you describe language awareness in your own words? Why is it important for you to continue building your own language awareness?

2. Based on the Language Awareness Features Framework, analyze the language used when one friend says to another: “Stop smoking, dude! It’s bad for you. You know you can die of lung cancer, right?” How can changes in variety, medium, attitude, and effectiveness affect the choice of language used in this scenario?

3. What type of language awareness is needed by learners with intermediate English proficiency when they learn about invitations? How are cultural norms regarding invitations in your country different from those in target Anglophone environments?

To practice what you have learned about language awareness, choose a grammatical item (e.g., passive voice) from a grammar book or English course book, and do the following:

1. Familiarize yourself with the different forms of this grammatical item (i.e., written structure and pronunciation). Also examine negative forms, question forms, and irregular forms. Explain how this item can vary in its written and oral forms.

2. Convey the meaning of this grammatical item when used in different contexts by providing one or two sample sentences (statements or questions). Explain how the meaning might change when the item is presented in different contexts.  

3. Explain the use of this item and identify different uses that it might have. 

4. Describe ways for using other structures to convey a similar meaning but one that might be more formal or less formal.

To learn more about language awareness, visit these websites and search several related topics:

• Association of Language Awareness. https://www.languageawareness.org/ 

• British Council Teaching English. https://www.teachingenglish.org.uk   

• Cambridge University Press. https://www.cambridge.org/  

• TESOL International Association. https://www.tesol.org/ 

Aspects of language awareness are also addressed by other chapters in this book:

Chapter 9 Empowering Adults for Autonomous Learning by M. Zalimben

Chapter 11 Using Social Media to Enhance Language Awareness by S. Terol and J. Amarilla

Chapter 12 Explicit and Implicit Learning in Second Language Acquisition by C. Fernández

Chapter 14 Promoting Thinking Skills to Enhance Language Learning by K. Sandi

Chapter 15 Exploring Meaning Through Translanguaging Practices by K. Liu and J. Choi

Chapter 32 Major ELT Trends in the 20th Century by C. Onatra and S. Palencia

Chapter 34 Alternative Approaches to English Language Teaching by G. Díaz Maggioli

Chapter 38 A Socio-Cultural Approach to Teaching Grammar by C. Davies, J. Prado, and J. Austin 

Arndt, V., Harvey, P., & Nuttall, J. (2000). Alive to language: Perspective on language awareness for English language teachers. Cambridge University Press.

Association for Language Awareness (ALA). (n.d.). About. Association for Language Awareness. http://www.languageawareness.org/?page_id=48 

Donmall-Hicks, B. G. (1997). The history of language awareness in the United Kingdom. In L. Van Lier, L. & D. Corson (Eds.), Encyclopedia of language and education, Vol. 6 (pp. 21-30). Springer. https://doi.org/10.1007/978-94-011-4533-6_3 

Dufva, H. (1994). Language awareness and cultural awareness for language learners. In L. Keresztes, T. Lahdelma, S. Maticsak, & C. Parry (Eds.), Hungarologische beiträge 2 (pp. 19-32). University of Jyväskylä.

Hawkins, E. W. (1999). Foreign language study and language awareness. Language Awareness, 8, 124–142. https://jaling.ecml.at/pdfdocs/hawkins.pdf 

James, C., & Garrett, P. (2013). The scope of language awareness. In C. James & P. Garrett (Eds.), Language awareness in the classroom (pp. 3-20). Routledge. (Reprinted, 1991. Taylor & Francis). https://doi.org/10.4324/9781315845524 

Ranta, L., & Lyster, R. (2018). Form focused instruction. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 40-56). Routledge; Taylor & Francis. https://www.routledgehandbooks.com/doi/10.4324/9781315676494.ch4 

Soons, M. P. (2008). The importance of language awareness: Ambiguities in the understanding of language awareness and the practical implications [Thesis, Malmö University]. Malmö högskola/Lärarutbildningen. urn:nbn:se:mau:diva-35061 

Suij-Ojeda, E. (2017). Language awareness and the education of non-native English teachers in South America: TLA concept review and implications. Westcliff International Journal of Applied Research, 1(2), 39–48. https://doi.org/10.47670/wuwijar201712eso 

Svalberg, A. M.-L. (2007). Language awareness and language learning. Language Teaching, 40(4), 287-308. https://doi.org/10.1017/S0261444807004491. 

Harshini Lalwani has a master’s degree in business administration, a Licentiate Diploma in TESOL, an ELT Management Certificate, a Young Learners Centre Management Certificate, and an e-moderator's certificate. Harshini has been an IELTS examiner for British Council-UAE. She provides training for Trinity College London’s Cert-TESOL and Teaching Young Learners Extension Certificate courses. She also provides training for in-service teachers in private and public schools and works as an independent ESL consultant at various institutions in Paraguay. Harshini has served as a board member of Paraguayan Teachers of English to Speakers of Other Languages (also known as PARATESOL), an affiliate of the TESOL International Association, for which she was President in 2020-2022.

ORCID: https://orcid.org/0009-0007-1925-5600 

Email for correspondence regarding this chapter: harshini.d.lalwani@gmail.com

Cover Photo by Brett Jordan on Unsplash