ABSTRACT
This chapter aims to English language learners are described as learners whose English proficiency has not yet developed to a point where they can fully profit from traditional content-area instruction in English. It describes the knowledge base of pre-service teachers related to three domains of teacher language awareness (TLA) User, Analyst, and Teacher. The User Domain, which entails knowledge of language, or of a certain level of language proficiency; the Analyst Domain, which entails knowledge about language, or a grasp of language systems and structures; the Teacher Domain entails ability of teachers to recognize the academic language demands of the text. Suggestions for promotion of language awareness behaviour at the university level and beyond; increased collaboration among mainstream kindergarten through Grade 12 (K12) teachers with English as a Second Language (ESL)/bilingual specialists when possible; numerous high-quality field experiences and practicum teaching opportunities; a deeper understanding of teacher identity development via biographical approaches to the knowledge base of L2 teacher education English language learners, teacher language awareness, kindergarten through Grade 12 teachers, User Domain, Analyst Domain, Teacher Domain, bilingual specialists, teacher identity development, biographical approaches.
