Developing Teacher Language Awareness through WEBLA Jose Lai English Language Teaching Unit The Chinese University of Hong Kong

What is WEBLA? A 3-level interactive web-based language awareness learning package for English teachers – Level 1: develops teachers’ language awareness of different modes of writing (description/narration/exposition/persuasion) and their corresponding language features. With such knowledge, teachers are encouraged to identify possible reading strategies for effective reading. Level 2: enhances teachers’ appreciation of the richness of language features used in various types of written texts; how writing techniques are skillfully employed to achieve the writing purpose of each mode of writing; and how efficient readers may process different text-types accordingly. Level 3: consolidates teachers’ knowledge of “language awareness” by inviting them to create relevant activities for their own learners using pre-set templates.

WEBLA: Objectives To propose a theoretical framework for creating language awareness activities using authentic texts To introduce English teachers’ to the richness of language features used in various written texts To demonstrate how specific language features are skilfully employed in achieving the writer’s’ purpose To introduce English teachers to effective reading strategies To allow teachers learn through the package on a self-directed basis

What is Language Awareness? Accordingly to the Association for Language Awareness, it refers to “the explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use”.

Language Awareness: Written Texts Knowledge of: Organisational structure Grammatical structure Style and tone Cohesion Word choice Reading strategies

Why is Language Awareness Important? To deal with problems that occur in language use process To reach higher levels of understanding and use of language (van Lier, 1995, p.3) To enhance effective language learning

Teacher Metalinguistic Awareness Knowledge of the underlying systems of the language enables teachers to teach effectively (Thornbury, 1997). Specifically, it helps enable students to receive maximal input for learning  how knowledge can be appropriately used (Andrews, 1999).

Newspapers as Resources Language awareness work relies on noticing the language around us and examining authentic language use in a critical manner. The best way to do formal linguistic analysis is to work with a text.

WEBLA: Features Experiential: Concrete tasks  Reflection Personal: My profile Resourceful: Learning activities and learning objects Evaluative: Review test and peer review of teachers’ learning objects Supportive: Language notes, feedback, online dictionary, glossary Systematic: Macro  Micro

WEBLA: Deliverables A 3-level self-learning package of interactive web-based language awareness learning activities http://webla.proj.hkedcity.net/

WEBLA: Expected Outcomes Enhanced teacher language awareness with regard to written texts of different modes Enhanced reading efficiency with the help of genre knowledge and linguistic insights Skills and competence in designing language awareness activities for the learners they teach Enhanced reading interest

WEBLA: Looking Forward Downloadable templates Large resource bank of articles Related research activities Official launching date: Nov 13, 2006

Acknowledgements QEF HKedCity SCMP ITSC, CUHK Production Team Members: Ms Pauline Tam Ms Lin Ruffell Ms Misty Wai-Cook