This paper reviews studies of teacher cognition in relation to the teaching of grammar in first, second, and foreign language classrooms. Teacher cognition encompasses a range of psychological constructs and these are reflected in the research reviewed here. Thus, in turn, I discuss studies of teachers' declarative knowledge about grammar, of…

Describes the role of meta talk (explicit talk about grammar) in the classroom practice of two English-as-a-Second-Language teachers. Classroom observations and teacher interviews provided descriptive data about the initiation, development, and outcomes of meta talk in the teachers' work, and insight into the rationale behind their approaches to…

Reviews issues presented in an earlier article on the potential of language awareness as a methodology in foreign language teaching and teacher training. The article reflects on the relationship between linguistic theory and language pedagogy and argues for the need for a collaborative rather than antagonistic rapport between linguists and…

Discusses language awareness (LA) as a methodology in foreign language teaching, demonstrating that LA presumes not only linguistic awareness on the part of teachers but also an understanding of the learning and teaching processes this methodology promotes. Argues that training content needs to be educationally rather than linguistically…