The objectives of any language awareness course must be to lead students to a greater awareness of what they already know about language. This kind of course is ideal for student-centered activity, with the students exploring language and the teacher only occasionally imparting new facts. It will have more immediacy if it focuses on the students' linguistic ability and uses that ability to bind together elements of language awareness. Greater awareness of their own language functions should produce in students a greater sensitivity to language in general. Old-style grammar instruction, which is counter-intuitive, has alienated many people, but student-centered language awareness can reinforce and increase competence without alienating. In student-centered instruction, the native speaker's intuitions are in harmony with the teacher's presentation. The teacher's role is as a planner of guided exploration of both the native language and the students' knowledge of it. Course topics should be sequenced effectively using (1) a brief, informal introduction; (2) illustration of the concepts, without naming them; and (3) student production of examples, arguments, and refinements leading to the naming of the concept. It is more effective for students at this level to handle carefully prepared language problems than to talk about language. (MSE)