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This article attempts to recontextualise the dimensions of teacher language awareness (LA) highlighted by Svalberg ((2007) Language awareness and language learning. Language Teaching, 40, 287–308) by emphasising the role of pedagogy in achieving coherence in language education across the subjects of English (L1) and Modern Languages (FL). It proposes a radical approach towards developing teacher LA, which places pedagogy at the centre of the process. This pedagogy for LA integrates language knowledge and its use and analysis through explicitly linking L1 and FL. Drawing on the theories of Bernstein (1996) Bernstein, B. 1996. Pedagogy, symbolic and identity theory, research, critique, London: Taylor and Francis. [Google Scholar] and Evans (1988) Evans, C. 1988. Languages people, Milton Keynes: Open University Press. [Google Scholar] ; (1993), it offers an interpretation of national (UK) policies for language education within the two subjects. Extensive data from student teacher voices illustrate the impact of the pedagogical process and the effect of institutional practices on teachers' ability to develop and sustain a more coherent approach to language education in schools.
