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Contributors
Preface
Acknowledgments
Introduction 1
Sect. I Teaching as doing, thinking, and interpreting 11
1 The best laid plans: teachers' in-class decisions to depart from their lesson plans 15
2 Hidden voices: insiders' perspectives on classroom interaction 41
3 Teaching style: a way to understand instruction in language classrooms 57
4 Redefining the relationship between research and what teachers know 88
Sect. II Classroom dynamics and interaction 119
5 In or out of the action zone: location as a feature of interaction in large ESL classes in Pakistan 123
6 Reticence and anxiety in second language learning 145
7 A window on the classroom: classroom events viewed from different angles 168
Sect. III The classroom and beyond 197
8 Socializing with the teachers and prior language learning experience: a diary study 201
9 Sardo revisited: voice, faith, and multiple repeaters 224
10 Language learning diaries as mirrors of students' cultural sensitivity 236
11 "I want to talk with them, but I don't want them to hear": an introspective study of second language anxiety in an English-medium school 248
Sect. IV Curricular issues 279
12 Look who's talking now: listening to voices in curriculum renewal 283
13 U.S. language minority students: voices from the junior high classroom 304
14 Voices for improved learning: the ethnographer as co-agent of pedagogic change 318
15 Registration and placement: learner response 338
Sect. V Sociopolitical perspectives 359
16 Conflicting voices: language, classrooms, and bilingual education in Puno 363
17 The functions of code switching among high school teachers and students in KwaZulu and implications for teacher education 388
18 Different languages, different practices: socialization of discourse competence in dual-language school classrooms in Hungary 407
19 The tapestry of diversity in our classrooms 434
Index 451

With an emphasis on the collection and analysis of qualitative data, nineteen original papers investigate such issues as language-related anxiety, curriculum renewal, classroom interaction, teachers' on-line decision-making, and sociopolitical concerns affecting life in schools.

--- From the Publisher