Critical Multilingual Language Awareness and Teacher Education

Abstract

This chapter shifts the focus from the study of Language Awareness to what we are calling here Critical Multilingual Awareness. We propose ways in which teachers can be made not only to recognize the linguistic diversity of children and communities, but also to question the concept of language itself, as legitimized in schools. In understanding that national named languages and academic language have been socially constructed, teachers become empowered to become social activists so that all students are educated equitably.