Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Series Editor's Preface -- 1. Introduction -- 1.1 Terminology and Definitions -- 1.2 Outline of the Book -- 2. A Cognitive-Developmental Perspective on Metalinguistic Awareness -- 2.1 Metalinguistic Awareness in Development -- 2.2 Metalinguistic Awareness and Literacy -- 2.3 Bialystok's Framework of Analysis and Control -- 2.4 'Bilingual Advantage' Research -- 2.5 A 'Bilingual Advantage' for L2 Learners? -- 3. Metalinguistic Awareness in Language Education -- 3.1 Multilingualism and the 'M-Factor' -- 3.2 Language Awareness -- 3.3 Metalinguistic Awareness in the Primary-School Classroom -- 4. Metalinguistic Awareness as Explicit Knowledge and Learning: Theoretical Premises -- 4.1 The Interface of Explicit and Implicit Knowledge -- 4.2 Attention, Awareness and Metalinguistic Understanding -- 4.3 Learning Difficulty -- 4.4 Metalinguistic Awareness and Language Learning Aptitude -- 5. Metalinguistic Awareness as Explicit Knowledge and Learning: Empirical Evidence -- 5.1 Effects of Explicit Learning and Teaching on L2 Knowledge and Use -- 5.2 Relating Explicit Knowledge, L2 Achievement and Use -- 5.3 The Role of Learner and Input Variables -- 6. Measuring Metalinguistic Awareness -- 6.1 Tests and Self-Report as Measures of Explicit Knowledge -- 6.2 Metalinguistic Awareness in Children and Low-Educated Adults -- 6.3 Measures of Executive Function -- 7. Concluding Remarks -- 7.1 Two Theoretical Perspectives -- 7.2 Directions for Future Research -- References -- Index