Introduction

This introduction presents an overview of key concepts discussed in the subsequent chapters of this book. The book is a contribution to current debate on the role and nature of 'language awareness' in language education. It is in part a critique of existing conceptions of language awareness, but its focus is upon the nature of alternative conceptions, and upon their practical implementation in various educational contexts. Contexts referred to include primary and secondary schools, universities and colleges of higher education. The process of technologisation is one explanation for the new emphasis upon training in spoken language skills within language education, which seems to be partly motivated by anticipated changes in the demands of work. Critical language awareness (CLA) highlights critical awareness of non-transparent aspects of the social functioning of language that does not imply a lack of concern with issues such as linguistic dimensions of educational failure or inadequacies in foreign language learning.