Development of language awareness programs at the elementary and early secondary levels requires teacher willingness, coherent policy and guidelines for selecting methods and content, and teacher awareness and acceptance of the policies and guidelines and their practical potential. Studies suggest that in Great Britain, the first three requirements are already met. What is required for further development of language awareness programs is a methodology that is not prescriptive or exercise-based as has previously been proposed, but explorative and experimental. Language features of all sizes and at all levels should be included in the curriculum. Syllabuses that embody this approach should be developed and made available to teachers so that they can understand the principles, see them illustrated, and accept them. In addition, research illustrating children's development of language awareness will be helpful to teachers and curriculum planners. (MSE)