Publication Date


Degree Name

Master of Arts in Teaching (MAT)

First Advisor

Radmila Popovic


This paper examines the implications that the relationship between teacher language awareness and communicative peace may have on educational programs for teachers of English for speakers of other languages (ESOL). The evaluation begins by analyzing proposals set out by the applied peace linguist Francisco Gomes de Matos, who suggests that ESOL teachers should teach communicative peace as an element of communicative competence, and also that education programs should provide training to support this approach. By juxtaposing current literature on structural and linguistic violence with Gomes de Matos' classroom techniques, the hypothesis is made that teachers who would teach communicative peace need a certain level of awareness of sociolinguistic and strategic competence. This discovery is then compared to Stephen Andrews' research on teacher language awareness, which explains that teachers need a degree of language awareness in order to effectively teach grammar. Replacing the term ‘grammar’ with the concept of 'pragmatic competence' confirms the paper's hypothesis. It is suggested that teacher-training programs need to include to their curricula, courses that aim to increase awareness to how language can be peaceful and violent. The paper finally proposes a method for raising such awareness.


Anthropological Linguistics and Sociolinguistics | Applied Linguistics | Bilingual, Multilingual, and Multicultural Education | Curriculum and Social Inquiry | First and Second Language Acquisition | Inequality and Stratification | Other Teacher Education and Professional Development | Peace and Conflict Studies | Typological Linguistics and Linguistic Diversity