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All Journal LEKSIKA Polyglot: Journal of Linguistics, Literature, and Language Education
Hamed Barjesteh
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Languange, Linguistic, Communication & Media

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LANGUAGE AWARENESS WITHIN THE CONTEXT OF CHANGING PERSPECTIVES ON GRAMMAR PEDAGOGY Hamed Barjesteh; Reza Vaseghi
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 6, No 2 (2012)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v6i2.128

Abstract

In 1970s, Language Awareness (LA) was put forward, primarily by modern linguists, as a new ‘bridging’ element in the UK school curriculum. It was viewed as a solution to several of the failures in the UK schools: illiteracy in English, failure to learn foreign languages, and divisive prejudices. To Van Lier (2001) current interest in LA stems from three sources: Pedagogically oriented LA, Consciousness raising, and critical perspective. This paper concentrates on psycholinguistic focus on consciousness-raising (hereafter C-R activities) and explicit attention to language form or grammar. Three relevant issues are discussed here. Firstly, the nature of LA, its principles, objectives and procedures are discussed. Secondly, this study delves into the main justifications and implications of LA. Last but not the least, this paper tries to present an overview of the rationale behind the use of C-R activities in teaching grammar and current perspectives in grammar teaching. Key words: Language Awareness, Grammar pedagogy, Consciousness Raising, Critical Perspectives
Humanizing Artificial Intelligence Integration in English as a Foreign Language Pedagogy through Love and Empathy Isaee, Hossein; Barjesteh, Hamed
Polyglot: Journal of Linguistics, Literature, and Language Education Vol. 1 No. 2 (2025): Polyglot: Journal of Linguistics, Literature, and Language Education
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/polyglot.v1i2.80

Abstract

As artificial intelligence (AI) tools become part of daily teaching, questions arise about how teachers and learners can preserve emotional connection and ethical awareness in language classrooms. This study explored how EFL teachers and learners in Shiraz experience care, empathy, and human presence while using AI-supported tools. Guided by the framework of AI-informed Loving Pedagogy, it examined how both groups respond to the emotional and moral changes brought by digital mediation. Fifteen teachers and twenty learners participated in interviews and reflective journals over four weeks. Their narratives were analyzed thematically, leading to three main themes: Emotional Authenticity in Digital Interaction, Ethical Tensions and Affective Fatigue, and Reimagining Love through Technology. Results showed that both teachers and learners made conscious efforts to keep warmth and personal meaning alive in technology-rich settings. They often described a need to “sound human again” after AI-generated responses and felt torn between efficiency and emotional depth. Some also found new ways to express care through creative and ethical uses of AI. The findings suggest that love and empathy remain vital in digital pedagogy and can guide more ethical and sustainable AI use in language education. Teacher education should include emotional reflection and critical AI literacy to help educators design learning experiences that remain truly human-centered.
Co-Authors Isaee, Hossein Reza Vaseghi