Part 1 Historical and theoretical issues: language awareness and knowledge about language - an overview, A. van Essen; pedagogical grammar - from prescriptive to descriptive, J. Walmsley; the history of language awareness in the UK, G. Donmall-Hicks; the theory and practice of argument in education, P. Costello. Part 2 Knowledge about language and the language learner: metalinguistic development in first-language acquisition, J.-E. Gombert; phonological awareness and learning to read, T. Nicholson; language awareness and learning styles, S. Jones. Part 3 Knowledge about language, the curriculum and the classroom: whole language - the whole story, K. Goodman; language awareness at the International High School, A. de Fazio; task-based grammar work in second language classes, R. Ellis; language awareness and translation, P. Zabalbeascoa; language awareness and language switching, S. Papaeftyhmiou-Lytra; morphological awareness and the second language learner, D. Sandra; literacy and genre, A. Freedman, P. Richardson; Esperanto and language awareness, M. Fettes. Part 4 Teacher development: the teacher as educational linguist, C. Brumfit; fostering language awareness through in-service teacher education, T. Wright, R. Bolitho; awareness raising about classroom interaction, A. Tsui; assessors' language awareness in the evaluation of academic writing, B. Maylath; the teaching, learning and assessment of argument, S. Mitchell. Part 5 Critical language awareness: critical discourse analysis and educational change, R. Clark, R. Ivanic; awareness of non-standard varieties in the schools, D. Corson; the role of language awareness in critical pedagogy, C.A. Wallace; language awareness, power, and administrator/teacher discourse, D. Waite; the commodification of classroom discourse in postmodern contexts, S. Wortham; language use and awareness in the multicultural work place, K. Malcolm.
