The TESOL encyclopedia of English language teaching: Teaching speaking and pronunciation in TESOL
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In the latter half of the 20th century, applied linguists, dissatisfied with the positioning of language teaching, called for a multidimensional curriculum to reframe teaching (about) languages, be they first or heritage languages (L1s or HLs); English as a second, foreign or international language (ESL, EFL and EIL); or other foreign languages (FLs). Their dissatisfaction stemmed from languages being viewed in isolation (like linguistic silos), an overemphasis on teaching the four skills in a discrete (unintegrated) manner, and decontextualized grammar and vocabulary teaching. Out of this discontent grew the notion of “language awareness,” with language awareness pedagogy implemented in the UK school system for the first time in 1974. The notion and pedagogical interventions emerged from the desire to bridge languages taught in isolation, and recognize the role language plays in all subject matter teaching (i.e., language-across-the- curriculum).
Citation of this paper:
Taylor, S. K., Despagne, C., & Faez, F. (2017). Critical language awareness. In John I. Liontas, Editor in Chief (Project Editor: Margo DelliCarpini; Vol. Ed.: Shahid Abrar-ul-Hassan), The TESOL encyclopedia of English language teaching: Teaching speaking and pronunciation in TESOL. Hoboken, NJ: John Wiley & Sons.