Exploring the concept of <i>language awareness</i> in the Curriculum in English in Norway: discussing the potential of picture books for enhancing young learners’ language awareness

Abstract

This exploratory article provides an introduction to language awareness and discusses the potential of picture books as a textual resource to enhance young learners’ understanding of how language works. The construct of language awareness is investigated and discussed according to its three main components: the cognitive, affective and social dimensions. It is argued that language awareness represents a holistic approach to language teaching and needs to be naturally integrated into teachers’ pedagogical practices. Furthermore, the article looks at how the last revision of the English subject curriculum in Norway, introduced in 2020, involves language awareness and how this concept is communicated. The curriculum seems to reflect a language learning theory that correlates strongly with the theoretical basis for a language awareness approach. It is noted that the teacher’s knowledge of language and engagement with language are crucial factors for facilitating discovery-oriented learning activities, which are considered critical to scaffolding learners’ engagement with language. Picture books are considered a valuable resource in this respect; the qualities that make this literary genre such a useful resource are outlined and reflected on. The article ends by presenting some selected picture books and exploring their potential for using them in the English classroom to promote learners’ engagement with language and hence, contribute to cultivating their language awareness.