Hadrian Lankiewicz, Teacher Language Awareness: A Collaborative Inquiry Based on Languaging. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego, 2015, ISBN 978-7865-624-1, 368 pages

Abstract

The book by Hadrian Lankiewicz entitled Teacher Language Awareness: A Collaborative Inquiry Based on Languaging is a very ambitious and pas sionate publication, not only demonstrating the Author’s excellent orientation in literature on the subject, but also the ability to apply it to his main concern as an academic teacher, which is the teacher-training of prospective EFL teachers. The monograph consists of 368 pages, embracing four chapters, a very exten sive bibliography of over 650 sources and a set of appendices, which consists of research instruments, tasks, and materials used in the empirical study itself. The Author decided—for a good reason—to offer an extensive theoretical back ground to his study (179 pages), compared to a much smaller empirical part (116 pages). It shows the Author’s concern for a strong theoretical grounding of his study, as well as a useful promotion of ideas not very well known or popular in glottodidactic research. The work presents precise definitions of the basis for the study, constructs used and their evolution, advocating the most recent approaches. It refers for example to the concept of language awareness (Andrews, 2007) emphasis ing the relationship between language and ideology, in which appropriacy of discourse in a given context should be of major concern to the language user, but also to any language educator (teacher). The Author rightly assumes the need to develop critical teacher language awareness, which should already have been initiated at the pre-service stage, that is, during teacher training at the university or college. The most substantial part of the theory (chapters 1–3) is a presentation of the ecological perspective, not only in glottodidactic research but also in its in up to the postmodernist era. This thor Danuta