ABSTRACT
Language Awareness (LA) is a term that crops up more and more in a widening range of academic and pedagogical contexts, and this growing frequency of use has brought with it a proliferation of senses of the label. This, in its turn, has led to an increased lack of clarity and consensus regarding its meaning. At times, there is no doubt what the user is referring to; at others it is used somewhat vaguely, perhaps in passing, and one is not really sure what the user has in mind.
