The paper focuses on the development of teacher thinking, specifically L2 teachers’ subject-matter cognitions, i.e. their Teacher Language Awareness (TLA) (see e.g. Andrews 2001, 2003). The study examines the evolving TLA, as it relates to grammar, of three teachers, each a graduate with more than 10 years’ experience of teaching English in Hong Kong secondary schools. All three teachers took part in a previous TLA study conducted in 1996–97 (see Andrews, 1999a), when they were in their early years of teaching and had received no professional training. In the present study, these three teachers’ TLA and cognitions about grammar were investigated once more (in 2004). The aim of this follow-up study was to tell the story of each teacher’s evolving TLA and grammar-related cognitions. In both phases of the research a mixed methods approach was adopted. Data from the two studies suggested that the teachers’ TLA and grammar- related cognitions had altered very little. Their underlying beliefs about grammar pedagogy and the role of explicit grammar teaching, and their knowledge about grammar (as measured by a test of LA) seemed largely unchanged. The main difference between the three teachers was in their interaction with the context in which they worked.

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