Voices from the Language Classroom Qualitative Research in Second Language Education
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Description: This volume contains 19 original papers written by teachers and researchers about what actually happens in language classrooms, both those in which language is the topic of instruction and those where it functions as the medium of instruction.
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All the information you need in one place! Each Study Brief is a summary of one specific subject; facts, figures, and explanations to help you learn faster.
List price: $47.75
Copyright year: 1996
Publisher: Cambridge University Press
Publication date: 2/23/1996
Size: 6.25" wide x 9.25" long x 1.25" tall
|Teaching as Doing, Thinking and Interpreting|
|The best laid plans: teacher's in-class decisions to depart from their lesson plans|
|Hidden voices: insiders' perspectives on classroom interaction|
|Teaching style: a way to understand instruction in language classrooms|
|Classroom Dynamics and Interaction|
|In or out of the action zone: location as a feature of interaction in large ESL classes in Pakistan|
|Reticence and anxiety in second language learning|
|A window on the classroom: classroom events viewed from different angles|
|The Classroom and Beyond|
|Socializing with the teachers and prior language learning experience: a diary study|
|Sardo revisited: voice, faith, and multiple repeaters|
|Language learning diaries as mirrors of students' cultural sensitivity|
|ï¿½ï¿½I Want to Talk With Them, But I Don't Want Them to Hearï¿½ï¿½|
|Curriculum renewal: an investigation into changes in learner and teacher behaviors in classrooms in the sultanate of Oman|
|U.S. language minority students: voices from the junior high classroom|
|Voices for improved learning: the ethnographer as co-agent of pedagogic change|
|Registration and placement: learner response|
|Conflicting voices: language, classrooms, and bilingual education in Puno|
|The functions of code-switching amongst high school teachers and students in KwaZulu and implications for teacher education|
|Different languages, different practices: socialization of discourse competence in dual-language school classrooms in Hungary|
|Implications for Teachers and Researchers|
|Redefining the relationship between research and what teachers know|
|The tapestry of diversity in our classrooms|