Teachers’ voices on language awareness in pre-primary and primary school settings: implications for teacher education

Abstract

This paper shares the voices of six teachers regarding two language awareness projects carried out in one pre-primary and one primary school in Portugal. These projects present innovative practices in teaching young and very young learners to reflect upon language and linguistic diversity and to become aware of world issues (e.g. poverty, discrimination and climate changes). Based upon interviews conducted with the teachers after the staging of the two projects, we analyse teachers’ discourses regarding the learning outcomes of the activities, their beliefs and knowledge about language awareness and the possibilities for including this approach in the curriculum. Results suggest that teachers acknowledge the relevance of language awareness in the education of more engaged and respectful citizens; however, they feel insecure and unprepared to include it in their teaching practice and in their professional knowledge. Implications of these findings for pre-service and in-service teacher education are discussed.