As a consequence of migration, globalization, and increasing mobility, modern societies are characterized by a growing cultural and linguistic diversity (Lohe & Elsner, 2014: 29). This context has created the need to experiment with new didactic approaches that simultaneously take account of students’ linguistic and cultural repertoires and prepare them to live in a global world. Language Awareness has been proposed as a suitable approach to fulfil this goal, as it creates opportunities for students to explore linguistic and cultural diversity and develop knowledge, skills and attitudes that are essential for ‘living together’ (Lourenço, Andrade & Sá, 2017: 2).

What is Language Awareness?

According to the “Language Awareness (LA) can be defined as explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use”. LA covers a wide spectrum of fields, as it refers to the conscious understanding of how language functions – phonologically, syntactically, pragmatically, and socially. It includes the ability to reflect on one’s own language and others’, recognize differences and similarities, and appreciate the value of linguistic diversity. It also encourages learners to think about language as a system and a tool for meaning-making.

Language Awareness is not the same as traditional language learning. Instead of focusing solely on how to speak or write a language, LA invites learners to step back and look at language as a phenomenon. Therefore, it involves noticing the different sounds, scripts, and structures of world languages (Exploring Diversity), identifying how prefixes, suffixes, and sentence structures function (Pattern Recognition), and thinking about how we use language to express identity or emotion (Metalinguistic Reflection). In this sense, it plays an important role in the development of pupils’ plurilingual and pluricultural competence, making them more willing to accept and participate in other linguistic and cultural experiences (Lourenço, Andrade & Sá, 2017: 3).

Language Awareness can be understood in several complementary ways. Lohe and Elsner (2014: 33–34) identify three dimensions: the cultural-political (how language shows power), the social-educational (learners’ and teachers’ beliefs and attitudes), and the linguistic-systematic (language structure and rules). They, also, describe five domains: power (language as a tool of influence), social (understanding languages and their cultural context), affective (attitudes and interest in languages), cognitive (knowledge of language structure), and performance (improving language through reflection).

García (2008: 385) explains that in teaching, Language Awareness includes knowing how to use language appropriately (knowledge of language), knowing how language works (knowledge about language: grammar, phonology, vocabulary), and knowing how to teach it effectively in the classroom (pedagogical practice).

Why the Pre-Primary and the Primary Years Matter?

era is a “golden window” for Language Awareness for several reasons:

• Cognitive Flexibility: At this age, the brain is highly plastic. Exposure to the “mechanics” of different languages helps develop metalinguistic awareness – the ability to treat language as an object of thought. Research suggests that students with high LA often perform better in other subjects, including mathematics and logic, because they are trained to see underlying patterns.
• Boosting Literacy in the First Language: Surprisingly, looking at other languages helps children understand their own. When students learn that French uses gendered nouns or that Japanese uses different alphabets for different purposes, they become more sensitive to the nuances of their grammar and spelling. It moves literacy from rote memorization to active investigation.
• Fostering Social Inclusion: In a diverse classroom, LA validates the “home languages” of all students. When a teacher highlights a word in Arabic or Polish, it transforms a bilingual student’s native tongue from a potential barrier into a classroom asset. This builds a culture of respect and reduces “language anxiety.”

How Can Educators Foster Language Awareness?

Educators don’t need to be polyglots to foster LA into their classrooms. They can simply:

• Create a language-rich environment with exposure to diverse texts, multilingual displays, and oral storytelling.
• Engage in metalinguistic discussions, prompting children to think about words, grammar, and meaning.
• Celebrate linguistic diversity by inviting students to share words or expressions from their home languages.
• Integrate cross-curricular language activities, linking language use to subjects like science, history, or art.

Here are some simple engaging activities for bringing LA into the classroom:

• The “Language Detective” Approach: Give students a short text in an unfamiliar but related language (like Italian if they know some Spanish) and ask them to “detect” the meaning using context clues and cognates.
• Loanword Hunting: Explore the history of everyday words. Finding out that “shampoo” comes from Hindi or “robot” from Czech helps children see language as a living history book.
• Comparing Sounds: Use audio clips to hear how different languages “sing.” Discussing the “melody” of Mandarin versus the “rhythm” of German helps develop phonological sensitivity.

Language Awareness as a Lifelong “Ally”

The objectives of Language Awareness programmes should be clearly explained to parents and teachers pointing out that learning a language should not be confused or equated with learning about language and the cultures with which they are inherently linked (Young & Helot, 2003: 239). When we teach children about language, we aren’t just teaching them how to talk; we are teaching them how to listen, how to analyze, and how to connect. As they grow, this awareness becomes a “powerful ally” supporting them in navigating complex texts, engaging in respectful dialogue, and adapting to globalized contexts where multilingual communication is key.

The goal of LA is not to produce immediate fluency, but to create confident “language investigators” (Barton, Bragg & Serratrice, 2009: 149). By stripping away the fear of the “foreign” and replacing it with a sense of wonder, we equip children with the tools to navigate a multilingual world; we plant the seeds for a lifetime of curiosity, empathy, and analytical thinking! This is what our Globetrotters project is all about, don’t you think?

References

Association for Language Awareness (ALA) https://languageawareness.org/

Barton, A., Bragg, J., & Serratrice, L. (2009) ‘Discovering Language’ in primary school: an evaluation of a language awareness programme. The Language Learning Journal, 37(2), 145-164.10.1080/09571730902928029

García, O., (2008). Multilingual Language Awareness and Teacher Education. In J. Cenoz & N.H. Hornberger (Eds.), Encyclopedia of Language and Education (2^nd Ed.). Volume 6: Knowledge about Language, 385–400. DOI:10.1007/978-0-387-30424-3_163

Lohe, V., & Elsner, D. (2014). Developing Language Awareness in Primary School Children with Multilingual Virtual Talking Books: First Results of the Pilot Study. International Journal of Computer-Assisted Language Learning and Teaching, 4, 29-45. 10.4018/ijcallt.2014100103.

Lourenço, M., Andrade, A. I., & Sá, S. (2018). Teachers’ voices on language awareness in pre-primary and primary school settings: implications for teacher education. Language, Culture and Curriculum, 31(2), 113–127. https://doi.org/10.1080/07908318.2017.1415924

Young, A., & Helot, C. (2003). Language Awareness and/or Language Learning in French Primary Schools Today. Language Awareness, 12(3&4), 234-246. 10.1080/09658410308667079.

https://languageawareness.org/new-redesigned-website/ ALA has a new website because the one you mention is dead and old, can you check ?