This inquiry aimed to raise mainstream teachers’ awareness of language, specifically linked to teaching emergent bilingual children who are learning English as an additional language (EAL) in the Republic of Ireland. Because EAL learners spend the majority of the day in the mainstream classroom, mainstream teachers’ language awareness may have a significant effect on EAL learners’ long-term language development, social inclusion and capacity to access the curriculum. This inquiry used dialogic inquiry to awaken teachers’ language awareness through the use of guiding questions intended to examine personal theories, produce collective theories and finally compare these to established theories, following a grounded theory approach to professional development. Teachers’ beliefs, as expressed in such a dialogue process, and changes in awareness over the course of the inquiry are debated in the context of four themes: first and second language acquisition, stages of language learning, use of the first language in the classroom and motivation in language learning. Findings propose that a dialogic inquiry in the form of a teacher network has the ability to lead to greater awareness among mainstream primary teachers related to the language acquisition process and linguistic context of their emergent bilingual students.