語言意識鼓勵和傳播以下工作：語言顯性知識在語言學習過程中的作用；語言顯性知識在語言教學中的作用，以及如何最好地由教師來中介；語言顯性知識在語言教學中的作用。語言使用：如對語言偏見的敏感度、語言的操縱性、語言的文學使用。它也是語言意識的一個目標，目的是鼓勵在教育背景內或教育背景外的語言科學和其他學科之間建立橋梁。語言意識是一個國際論壇，用于報告和批判性討論語言意識的研究和實踐，以及建立和發展相關理論。該雜志對來自廣泛研究方法的貢獻開放：定性和定量、既定和創新。它歡迎處理各種語言和國際背景的工作。《華爾街日報》對語言意識有著廣泛的定義。它包含了批判的觀點和意識的提升，延伸到文學意識，并整合了人類交流的其他（即非語言）領域的意識。作為一個總的指南，論文通常（但不是唯一）屬于以下領域：探索培養一個人語言意識的方法，并評價由此產生的益處，無論是通過元語言的反省和反思，還是通過中介的語言顯性知識和對語言如何工作的有意識理解，人們如何獲得、學習和教授語言，以及他們如何使用語言。并受其影響。對語言信仰和態度的調查和批判性理解，以及這些信仰和態度對語言使用、學習和教學的影響，以及它們對人們日常生活的行為、人際關系和群體間關系的影響。論文可能會考慮到從兒童到老年人的早期發展過程中語言意識的各個方面。他們可能關注廣泛的背景，包括各級和各類教育和培訓環境、各類溝通敏感專業領域（如法律、健康、咨詢、政治、營銷），以及更廣泛的社區和文化環境中的溝通，以及與年齡歧視、RA等突出的社會問題有關的。CISM和性別歧視。貢獻者不應感到受到現有學科界限的限制，尤其是當他們的工作試圖在語言和傳播科學以及教育背景內或教育背景外的其他學科之間建立創新的、共生的橋梁時。

Language Awareness encourages and disseminates work which explores the following: the role of explicit knowledge about language in the process of language learning; the role that such explicit knowledge about language plays in language teaching and how such knowledge can best be mediated by teachers; the role of explicit knowledge about language in language use: e.g. sensitivity to bias in language, manipulative aspects of language, literary use of language. It is also a goal of Language Awareness to encourage the establishment of bridges between the language sciences and other disciplines within or outside educational contexts.Language Awareness is an international forum for the reporting and critical discussion of language awareness research and practice, and for the building and development of relevant theory. The journal is open to contributions from a broad range of research approaches: qualitative and quantitative, established and innovative. It welcomes work dealing with a wide variety of languages and international contexts.The journal operates with a broad definition of language awareness. It embraces critical perspectives and consciousness-raising, extends to literary awareness, and integrates awareness of other (i.e. non-linguistic) areas of human communication. As a general guide, papers tend typically, but not exclusively, to fall within the following areas: Exploration of the means to develop one's language awareness and evaluation of the benefits to be derived from so doing, whether through metalinguistic introspection and reflection or through mediated explicit knowledge about language and conscious understanding of how languages work, of how people acquire, learn and teach languages, how they use them and are influenced by them. Investigation and critical understanding of the beliefs and attitudes about language, and the effects these have on language use, learning, and teaching, and their effects on the conduct of people's everyday lives and their interpersonal and intergroup relations.Papers may consider aspects of language awareness across the lifespan, from earliest development in children through to the elderly. They may focus on a wide range of contexts, including all levels and types of educational and training settings, all types of communication-sensitive professional fields (e.g. law, health, counselling, politics, marketing), as well as communication in wider communities and cultural settings, and relating to salient social issues such as ageism, racism and sexism. Contributors should not feel restricted by existing disciplinary boundaries, especially where their work seeks to build innovative and symbiotic bridges between language and communication sciences and other disciplines within or outside the educational context.