ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book aims to ask how language awareness can influence second language learning, and reviews the body of research into form-focused instruction. It examines some of the understandings of the relationship between teachers' beliefs and practices, and considers why they are worth studying. The book outlines the types of awareness needed for reading and writing – linguistic knowledge, world knowledge, strategic knowledge – and note that these are all multidimensional. It considers the opportunities for developing language awareness in the context of multilingual higher education institutions where there is English medium instruction – that is, where academic subjects are taught in English, but usually, without an explicit focus on language learning or specific language aims. The book considers English as a Lingua Franca and in particular whether it should be taught by non-native or native English-speaking English language teachers.
