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Critical Praxis and Teacher Language Awareness: What Should Teachers Know About Students' L1?
Abstract
Within the field of TESOL, opinions often differ about the role of learners' first language (L1) in second language learning. When teachers are aware of their students' L1, this awareness can increase their understanding of second language acquisition processes and issues. It can also provide teachers with insights into learners' backgrounds and cultures that may influence their approach to studying English and attitudes towards multilingualism. Specifically, the chapter proposes that the notion of teacher language awareness (TLA) should be expanded to include awareness of students' language backgrounds. TLA is regarded as an important component of the knowledge base of a language teacher. Two questionnaires are provided to assist teachers with the elicitation of information about students' L1: (1) a language-focused set of questions to allow comparison between a learner's L1 and English and (2) a sociolinguistic-oriented questionnaire that explores issues related to status and use.
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