Abstract
This study investigates pre- and post-observation feedback provided to TESOL teacher candidates who are preparing to work in content-based instruction/content and language integrated learning contexts, extending the conceptualization of teacher language awareness (TLA) to candidate supervision. It examines the extent to which TLA is manifested by supervisors and teacher candidates within supervision cycles, and explores how supervisors’ focus on language may influence the pedagogical decisions of the teacher candidates. The results suggest that supervisors with high TLA provide feedback to candidates’ lessons differently to supervisors with lower language awareness. These findings have implications for the role supervisors play in TEFL/TESOL practica.
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