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This paper focuses on language awareness (LA) as a methodology in foreign language teaching and analyses its implications for teachers and teacher training. An outline of the characteristics of LA as methodology, derived from the work of Wright & Bolitho (1993), is first given, and the demands which this methodology makes on language teachers is then discussed. It is shown that LA as methodology presumes not only linguistic awareness on the part of teachers, but also an understanding of the learning and teaching processes this methodology promotes. The implications of these demands for LA‐oriented teacher training are then addressed in terms of appropriate training content and training methodology. It is argued that training content needs to be educationally, rather than linguistically, oriented, and that a reflexive training methodology is an effective means of developing in teachers the kinds of awareness LA as methodology presumes. A sample activity is provided to illustrate this approach to LA‐oriented teacher training.
