LanguageAwarenessJ

Does perceived usefulness drive theory–practice transfer? This study shows future EFL teachers are more likely to apply course knowledge in their practicum when they see it as useful for students’ language learning. Abs=Turkish.

How does teletandem reshape beliefs about language and interaction? Longitudinal data showed a shift from transmission-based views to seeing interaction as co-constructed and negotiated, transforming learners’ beliefs, confidence, and understanding of authenticity. Abs.=Japanese

Can Core Academic Language Skills and translanguaging boost metalinguistic awareness? In the Basque Country, a short intervention led multilingual students to outperform a control group, supporting integrated academic language and translanguaging practices. Abs.=Basque

What counts as “successful” communication in EMI universities? Multilingual students in Thailand prioritised intelligibility, adaptability, and shared meaning-making over native-speaker norms, calling for pedagogy that values flexibility and intercultural sensitivity. Abs.=Thai

Which English accents sound “legitimate” to future teachers? In Türkiye, North American and British Englishes were rated higher than Turkish and Arabic Englishes. Exposure alone was not linked to change, highlighting the need for identity-focused curricular work. Abs.=Turkish

Does written corrective feedback work the same for everyone? Evidence from Japanese university learners shows that writing gains are linked not only to the type of error targeted but also to learners’ cognitive engagement and emotional responses. Abs=Japanese

Do translanguaging classrooms change how students think about language? This study shows that long-term translanguaging pedagogy boosts metalinguistic awareness by strengthening language-learning aptitude and cross-linguistic awareness! Abs. = Italian

What does #MetalinguisticAwareness look like across the lifespan? This Special Issue shows MLA as a dynamic, multifaceted construct shaped by age, context, and task design, with clear implications for how we teach, foster, and assess it beyond university settings. Abs.=French

Read our aims and scope: #aims-and-scope" target="_blank" rel="nofollow noopener">tandfonline.com/journals/rmla2…

Language Awareness is seeking proposals for the special issue that will be published in 2027. We publishes articles on a wide range of issues related to language learning and teaching.

Which pronouns do ESL writers choose when gender is unspecified? Filipino English majors favour singular "they", though "he" or "she" persists out of habit. The findings highlight how instruction can normalize gender-fair language in academic writing. Abs=Filipino

What happens when children explore an unfamiliar language? Action research in Italian primary schools shows that “decentring” languages boost metalinguistic awareness by helping young learners draw on both school and home languages. Abs.= Italian

How do learners know when to use polite vs. casual forms in Japanese? A study of Chinese learners of Japanese reveals systematic differences from native speakers in formality choices, driven not just by rules but by intercultural understandings, identity, and agency. Abs.=Chinese

You are invited to an Online Forum to be held on Friday, January 30, 7:00 to 8:00 AM (PST / Vancouver). Please register here: ubc.zoom.us/meeting/regist…

What do ELT teacher educators mean by interculturality? Interviews in Turkish ELT show divided views: some treat it as a support skill for language learning, others see it as central to empathy, identity, and critical reflection. Abs=Turkish

Children’s readers don’t just teach language; they teach social roles. A corpus study of Little Fox graded readers shows how authority, peer interaction, and character complexity evolve with proficiency, mirroring children’s growing social cognition. Abs.=Chinese

Metacognitive training helps—but it’s not enough. In a Germany–US virtual exchange, learners’ confidence and error noticing shaped corrective feedback more than instruction, pointing to the need for training that also scaffolds awareness and learner positioning. Abs.=German

We warmly invite submissions from researchers, practitioners, and policymakers working across contexts and languages. Wishing our community a joyful holiday season and a linguistically rich New Year 🎄✨ #LanguageAwareness #AppliedLinguistics

Interested authors should contact the Section Editors. Pierre-Luc Paquet (pierre-luc.paquet@umontreal.ca) for French and Spanish manuscripts; Atsushi Mizumoto (mizumoto@kansai-u.ac.jp) for Japanese manuscripts; and Yan Zhu (zhuyan@english.ecnu.edu.cn) for Chinese manuscripts.

Language Awareness is growing! We’re excited to announce two new special sections designed to broaden voices, formats, and impact in our journal. Open thread to learn more! ⬇️