An explicit grammar knowledge course’s impact on the development of grammatical awareness in UK native speakers’ pre-service TESOL education.

This paper contributes to conversations which examine the effectiveness of grammar knowledge courses in native speaker (NS) UK pre-service TESOL education. A three-year longitudinal study was undertaken at a university. It explored 10 NS participants’ ability demonstrate grammatical awareness during their practicum after studying 48-contact hour explicit course before procedural education began. Quantitative and qualitative, deductive, inductive thematic coding were using reflective teaching summaries interview transcripts identify examples established themes. Findings indicated that participants considered process gaining challenging but essential for TESOL. Grammatical demonstrated through metalinguistic knowledge, metalanguage, noticing language beliefs practicum.