Drawing on empirical research and theoretical work in linguistics, sociology, psychology and education, the series explores key issues in language acquisition and language use. This volume addresses the central educational question of the impact that explicit language knowledge has on learning and language learning. Current debates on the language curriculum in first, second and foreign language contexts have highlighted not only what is language awareness but also how such awareness can be activated and augmented in the classroom process. The book is based on an innovative set of papers first presented at a British Association of Applied Linguistics Seminar in 1989 and brings together the work of leading exponents of language awareness from all educational contexts. The papers are divided into four thematic sections: the extent and nature of language awareness in teacher education; - based language awareness programmes; tertiary education initiatives and, finally, modes of evaluation of language awareness programmes.