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The concept of self-marginalization and empowerment in applied linguistics can be derived from the so-called critical school, whose sociolinguistic findings pertain to power (Fairclough 1989, 1992) and hegemony (Gramsci, 1971/1991). It offers new pers- pectives for the perception of a second/foreign language acquisition process. Thereby, with reference to the notions of multicompetence (Cook, 1991), plurilingualism and multilingua- lism (Kramsch, 2008), metrolingualism (Otsuji & Pennycook, 2010; Pennycook, 2010), the concept of English as a Lingua Franca (Jenkins, 2007), translingual practice (Canagajarah, 2013), and particularly the ecological metaphor in language acquisition (Kramsch, 2002a) and learning (van Lier, 2004), which demystify linguistic normativity, we offer a survey stu- dy into the teacher language awareness pertaining to their self-perception as language users. The article concludes with implications for foreign language teacher education in the era of globalization and autonomization of the language learning process.

Insights into Teacher Language Awareness with Reference to the Concept of Self-Marginalization and Empowerment in the Use of a Foreign Language