Critical Language Awareness and Teacher Cognition in ELT
The book argues for the incorporation of Critical Language Awareness (CLA) in English language teaching and more broadly within mainstream education.

The conception of CLA draws together significant areas of recent sociolinguistic research, reflecting dramatic changes in the global environment and the consequent impacts on English language teaching. Teachers' pedagogical beliefs and language attitudes are discussed in relation to these changing sociolinguistic conditions, seeking to address teachers' principal concerns. English language teachers are on the front line in finding a balance between students' expectations, institutional requirements and the needs of neo-liberal societies demanding a flexible, transmigratory, multilingual, English-speaking workforce.

To investigate the impact of these changing conditions, this book explores the diversity of English language teachers' cognitions. Data are examined from focus groups across China, Turkey and the UK, including 63 teachers from 16 countries, speaking a total of 21 different languages. The diversity of the participants in terms of their language background, teaching experience and teaching qualifications enables identification of core factors across the groups in how they engage with challenges in their everyday teaching practices.
1147220351
Critical Language Awareness and Teacher Cognition in ELT
The book argues for the incorporation of Critical Language Awareness (CLA) in English language teaching and more broadly within mainstream education.

The conception of CLA draws together significant areas of recent sociolinguistic research, reflecting dramatic changes in the global environment and the consequent impacts on English language teaching. Teachers' pedagogical beliefs and language attitudes are discussed in relation to these changing sociolinguistic conditions, seeking to address teachers' principal concerns. English language teachers are on the front line in finding a balance between students' expectations, institutional requirements and the needs of neo-liberal societies demanding a flexible, transmigratory, multilingual, English-speaking workforce.

To investigate the impact of these changing conditions, this book explores the diversity of English language teachers' cognitions. Data are examined from focus groups across China, Turkey and the UK, including 63 teachers from 16 countries, speaking a total of 21 different languages. The diversity of the participants in terms of their language background, teaching experience and teaching qualifications enables identification of core factors across the groups in how they engage with challenges in their everyday teaching practices.
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Critical Language Awareness and Teacher Cognition in ELT

Critical Language Awareness and Teacher Cognition in ELT

by Robert Weekly
Critical Language Awareness and Teacher Cognition in ELT

Critical Language Awareness and Teacher Cognition in ELT

by Robert Weekly

eBook

$108.00 
Available for Pre-Order. This item will be released on October 16, 2025

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Overview

The book argues for the incorporation of Critical Language Awareness (CLA) in English language teaching and more broadly within mainstream education.

The conception of CLA draws together significant areas of recent sociolinguistic research, reflecting dramatic changes in the global environment and the consequent impacts on English language teaching. Teachers' pedagogical beliefs and language attitudes are discussed in relation to these changing sociolinguistic conditions, seeking to address teachers' principal concerns. English language teachers are on the front line in finding a balance between students' expectations, institutional requirements and the needs of neo-liberal societies demanding a flexible, transmigratory, multilingual, English-speaking workforce.

To investigate the impact of these changing conditions, this book explores the diversity of English language teachers' cognitions. Data are examined from focus groups across China, Turkey and the UK, including 63 teachers from 16 countries, speaking a total of 21 different languages. The diversity of the participants in terms of their language background, teaching experience and teaching qualifications enables identification of core factors across the groups in how they engage with challenges in their everyday teaching practices.

Product Details

ISBN-13: 9781350458154
Publisher: Bloomsbury Publishing
Publication date: 10/16/2025
Sold by: Barnes & Noble
Format: eBook
Pages: 264
File size: 633 KB

About the Author

Robert Weekly is Assistant Professor in the School of Education and English at the University of Nottingham Ningbo, China.
Robert Weekly is Assistant Professor in the School of Education and English at the University of Nottingham Ningbo, China.

Table of Contents

1. Introduction
2. Multiple Contexts, Multiple Perspectives
3. The Semantic Web of Ideological Associations
4. English Language Varieties
5. Teaching Cognitions
6. Critical Pedagogies
References
Index
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