Language Awareness is an international peer-reviewed journal that publishes theoretically and methodologically rigorous studies related to language awareness. The journal strives to be inclusive in terms of languages and contexts at all educational levels. It includes research conducted in naturalistic and instructed learning settings with different theoretical and methodological approaches. Although the journal primarily invites studies related to L2 learning and teaching, it also welcomes research related to first language use and language awareness.
The notion of ‘language awareness’ encompasses a wide range of issues concerning L2 learning and teaching, including, but not limited to, the following:
• The role of cognition (e.g., attention, noticing, awareness) in L2 learning
• Explicit knowledge, explicit learning, and explicit instruction in L2 learning
• The function of metacognition in language awareness, learning, and instruction
• Instructional techniques and technology in relation to language awareness
• Learner psychology and its mediation of language awareness
• The relationship between bi/multilingualism, translanguaging, and language awareness
• Critical language awareness (e.g., awareness of how language use indexes structures of power)
The journal further hosts issues related to teacher language awareness including:
• Teacher beliefs about language learning, language use, and instruction
• Teacher psychology and its mediation of teacher language awareness
• Professional knowledge in relation to language learning and instruction
• Teacher education targeting language awareness
Refereeing procedures
The journal invites submissions of the highest academic and professional quality. Papers are peer reviewed anonymously by a minimum of two experts.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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