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488

Name Index

Allwright, D., 109, 120, 177, 428

Appel, J., 316, 343–4 Arthur, J., 381–2

Bailey, K.M., 301–3 Barnes, D., 103, 229 Bernstein, B., 42–4 Bourdieu, P., 27 Bowers, C.A. and D.J. Flinders,

122, 199 Breen, M.P., 70, 96–7, 397–400 Breen M.P. and C.N. Candlin, 1 Briggs, J.B. and P.J. Moore, 124 Brookfield, S., 75, 157 Brumfit, C.J., 91, 424 Bruner, J.S., 29, 60 Burns, A., 266, 426

Cadorath, J. and S. Harris, 293 Canagarajah, A.S., 40, 382–3 Candlin, C., 30 Carter, K., 404–6 Chick, K., 111, 380–1 Coleman, H., 91, 314–5 Cook, G. 182 Cullen, R., 361–2, 376–7

Daloz, L.A., 174–5 Dawkins, R., 24–5 de Almeida Mattos, A., 392 Denscombe, M., 68 Dewey, J., 197 Difeng Li, 319 Doyle, W., 61, 116, 137 Drew, P. and J. Heritage, 47

Edwards, D. and N. Mercer, 103, 372–3

Elliott, J., 444 Eken, D., 411–15 Eraut, M., 259 Erickson, F., 235 Erickson, F. and J. Schultz, 89, 119

Fenwick, T., 403–4 Fréire, P., 195, 218

Garton, S., 387–8 Gierlinger, E., 415–17 Giroux, H.A., 27–8 Goffman, E., 57 Goodfellow, R., 253–4, 393–4 Graddoll, D., 2

Hall, E.T., 64–5 Hargreaves, A., 52–3, 71 Harrison, I., 371 Haynes, J.E., 389–90 Hitchcock, G. and D. Hughes, 61 Holliday, A., 2, 94, 321, 431 Holt, J., 27 Hughes, M. and P. Greenhough, 329 Huhua, Ou Yang, 418–19

Illich, I., 27

Jackson, P.W., 60 Jacobs, G.M. and Ratmaninda, 320–1 Jones, V., 116

Katz, A., 369–70 Kress, G., 56

Lave, J., 36, 98 Lee, B.H., 395–7 Legutke, M. and H. Thomas, 92, 349–51 Lemke, J., 69, 76–7 Levinson, S., 47 Lindh, J. and C.-A. Soames, 332 Lortie, D., 272 Lynch, T., 392

McLaughlin, H.J., 129 McPake, J., W. Harlen, J. Rowney and

J. Davidson, 295–6 Mackay, R., 378–80 Mahn, H. and V. John-Steiner, 358–9 Mehan, H., 223

Name Index 489

Mercer, N., 103, 106, 108, 208, 222 Moon, J., 441

Na Ubon, A. and C. Kimble, 366 Nassanji, H. and G. Wells, 373–5 Nunan, D., 296, 377–8

Olson, D.R., 26–8 O’Regan, K., 366–7

Piaget, J., 198, 201 Prabhu, N.S., 74, 174, 215, 292 Prophet, M., 381–2

Richards, J.C., 132 Richardson, V. and C. Fallona,

362–3 Roberts, C. and S. Sarangi, 94 Rogers, C., 147 Rowland, S., 346

Salmon, G., 249 Sarangi, S., 95

Sarangi, S. and C. Roberts, 47–51 Schön, D.A., 119, 257–8 Seedhouse, P., 392 Senior, R., 340–2 Serpell, R., 25–6 Sinclair, J. McH and M. Coulthard, 223 Stenhouse, L., 216–17 Sullivan, P., 182, 313, 360

Tagore, R., 197 Tharp, R.G. and R. Gallimore, 194 Tsui, A.M., 303, 356–7, 369

van Dam, J., 386–7 van Lier, L., 102, 126–7, 224, 431 van Manen, M., 217–18 Vygotsky, L., 154, 198, 205

Wallace, M., 427 Wells, G., 109, 204, 212, 223 Wenger, E., 24, 98 Whitaker, P., 140 Woods, D., 268, 292

490

Subject Index

academic task structure (ATS), 235, 299–301

action research, 426–8 see also collaborative action research

active learning, 109, 344–6 activity theory, 19–20 affect, affective domain, affective

dimension, 18, 131, 147–9, 150, 152, 155–6, 175, 448, 455

see also emotion, emotional affective difficulties, 165–6 affective markers, 179–82 affordances, 126–7 anxiety, 163, 356–8 apprenticeship (teachers’), 36, 271–2

knowledge, 257 of observation, 100, 271–4

appropriation of new learning, 206 artefacts, 12 assessment, 40, 74 assisted performance, 210–11 asymmetry, 48, 143, 164, 231 atmosphere, see classroom climate Austria, 434 Australia, 340, 366, 377, 388, 397, 434 authority, 48, 129–30, 143, 153 autonomy

professional, 50 student, 116 teachers’, 68

back (stage) region, 66–7 Bangladesh, 309 behaviour

bad, 165–7 linguistic, non-linguistic, 95 on-task, 120, 295–7

behaviourism, 194 Belgium, 415–6 beliefs, teachers’, 53, 276 Bengal, 197 biographical studies, 262 ‘board’, ‘blackboard’, ‘whiteboard’,

etc., 327, 453–4

bonded classes, 340–2 Botswana, 311–12, 381–2 Britain, 2

Cameroon, 324 Canada, 374, 379, 403 care, 115, 127–31, 196, 213, 334

see also affect, classroom atmosphere, climate

challenge, 173–5 change, 70

learners’ and teachers’ responses to, 157–60

learning and, 156–60 managing, 158–60 in pedagogy, 159 technological, 70

China, 9, 321, 418–19, 434 class size, 318 classroom

borderless, 3, 81ff, 84, 328, 331–3; see also virtual, ‘without walls’

as communities of practice, 92–100 complexity, 3, 88–9, 90, 101, 118–19 as culture, 93, 96–8 discourse, 106, 109, 126, 127, 373–8;

see also discourse as discourse village, 103–6 as ecology, 101–3, 184 as formal learning context, 40 as ‘frame’, 57 furniture, 56, 67, 306, 309, 311–12 humanising, 354–6 layout, 57–9, 65, 307–10, 316–17, 324;

see also space origins, 60 pedagogic forces, 120–1 personalising, 354–6 purpose, 15, 90 quality of life in, 177 routines, 176, 269–70, 282–2 scene coordinates, 61 ‘segments’ of classroom activity, 294 social forces, 4

Subject Index 491

classroom action research, 57, 415–17 classroom atmosphere, climate, 3, 12,

150–4, 172, 183, 334–8 see also affect, emotion

classroom management contingency, 134 core elements, 16–18, 44 cultures, 98, 112 educational perspectives, 115–18 group interaction, 338 high and low structure, 124–5 influences on, 132, 144 institutional aspects, 55–87 ‘opportunity’ view of, 122–4,

125–6, 127 ‘order’, view of, 117–18, 121–3,

125, 127, 129 order and control, 342–7 portfolio, 457–8 power, 349 practices, 2, 46, 115, 128, 289,

395, 403 procedural knowledge, 299–300 skills, 141 styles, 116, 172 tasks, 129, 131–6, 139

code-switching, 40, 382–3, 388 collective work see group work, pair work communication, 11

asynchronous, 85–6, 248, 253, 331 computer-mediated (CMC), 63 modalities of, 57, 95 synchronous, 85–6

communicative language teaching (CLT), 1, 187, 314, 317, 319, 418–19

weak and strong versions of, 338–9 communities, 91–3

classroom, 92, 109 learning, 76, 85, 106, 211, 332 of practice, 42, 43, 98–101 subject, 109 see also discourse communities

competence, 113 completion imperative, 77, 298 complexity management, 289 conference, online, 248–54 construction zone, 206 constructivist psychology and

approaches to learning, 198–9, 201, 204

contextualisation cues, 227 control, 115

negotiated, 129 conventions, 66, 306 cooperative imperative, 343 correctness imperative, 238 critical action, 433 cultural

alienation, 418 contexts of learning, 27 continuity, 321 equilibrium, 273 goods, 41 influences, 4 practices, 94 reproduction, replication, 25, 26–7,

41, 42 resistance, 384 resources, 42 tools, 20, 35

culture definitions, 95 and discourse, 94 and ethnicity, 94 classroom, 93–8, 240, 383–4; see also

classroom as culture professional, teacher, 51–4, 285 ‘small cultures’, 94 and time/space, 55

curriculum, 29–30, 31–3, 135, 222

dialogic inquiry, 212–14 dialogue, triadic, 374–5 didactic, 192 discipline, 117–18, 194, 343–4; see

also behaviour discourse, 94–5

affective markers in, 179 asymmetrical, 129 communities, 99 as cultural tool, culturally oriented,

95, 378–81 educational, 41–6, 89, 107 horizontal, natural, everyday, 44–6 institutional, 46–51, 145, 185 instructional, 138–9 modes, 110 navigation and negotiation in,

109–10 online, 254, 393–4

492 Subject Index

discourse – continued personal, 145 practices, 94 professional, 145 regulatory, 138–9 research, 430, 437 specific subject, 110 spoken, 42 ‘technicised’, 183 types of classroom discourse:

horizontal, natural, everyday, 44–6; vertical, abstract, 44–6, 47, 129

written, 42 discovery/exploratory teaching, 48, 138,

199–204, 212, 372 discussion

forum, 331 leadership, 408; see also groups threads, 86

disorder, 118 distance, 184–5

education, 82 emotional, 39, 43, 149, 184 intellectual, 39 spatial, 65

education adult, 21, 63, 131, 344–6 formal/informal, also ‘Western’/

’traditional’, 3, 26–30, 47 goals, 15, 27, 28 market-oriented, 29, 50 moral purpose in, 189 purposes of, 2, 24–32 value systems, 32

‘edutainment’, 84 emic, 426 emotion, emotional domain, 3, 18, 367

contemporary views of, 147–54 in learning, 147–52, 154–70 negative, 156–8, 165–6 neurological bases of, 161 and online learning, 85, 254 positive, 166–7; see also flow in teaching, 170–2

emotional classroom, 149, 152; see also classroom

atmosphere, climate

geographies of teaching, 363–4 health, 437 intelligence, 147–8, 171 investment, 20, 149, 158 literacy, 150 risks, 164 scaffolding, 244–7 support, 164

English language education, 30–1 teaching, 160

engagement, 4, 7, 17–18, 147, 155, 158, 164–6, 168, 172, 177–8, 179–80, 184, 247, 334–68, 375–8

ethnography, 431 etic, 426 exchange patterns, 373 experience, 112–13

of classroom life, 14 shared, 64

expertise, professional, 33, 145, 256, 303

Exploratory Practice, 177, 412, 428

facilitation, 337–8, 350 feedback, 40, 203, 245–6, 361, 406 field notes, 301 flow, 166–7, 358; see also emotion,

positive F-moves, 247, 361–2, 376–7 footing, 57, 235 foreign language teaching, 30–1, 134 frames, 57, 70 framing, strategic and local,

in lessons, 298–9 front stage region, 66–7

gate-keeping, 145 Germany, 2, 316, 343–4 globalisation, 47 groups

as communities of practice, 98–101 ‘good groups’, 339–42 group building, development, 100,

340, 352–4 group discussion, 243, 406–11 group work, 318, 319–21, 323, 340 see also pair work

Subject Index 493

handover, 243, 390–1 ‘helper’, 20, 22, 23, 36–7,

99, 206 hidden pedagogy, 68, 272 homework, 63, 71, 81, 328–9 Hong Kong, 356, 369 humanistic approaches, 147–8, 150,

335, 355 Hungary, 406

identity, 76 collective/group, 107 learner, 29 professional, 50, 402 social, 27

ideology, 3, 95, 145, 188 improvisation, in lesson planning,

301–3, 386–7 India, 321 Indonesia, 314–5 inferencing procedures, 47 information technology, 2, 48;

see also computer-assisted learning, Internet, learning online

Initiation-Response-Feedback (IRF), 223–4, 231, 243, 247

IRF types, 225 ‘inner domains’ see

‘unobservables’ innovation, 284–5, 321 institution, 15, 41 institutional

context, 90 life, 46 practices, 51, 67

instruction and management, 137–8 whole group, 62

interaction, 10, 11, 105, 107 ‘audienced’, 89

Intermental Development Zone (IDZ), 208

Internet, the, 2, 81, 82, 248 interruptions, to lessons, 73 interthinking, 207 interviewing, 301 intuition, 217, 269–70 Italy, 387–8

Johari Window, 352–3

knowledge co-construction of, 209 ideational, 188 ideological, 188 knowing-in-action, 198–90 pedagogic, 4 principled, ritual, 73, 373 recontextualisation, 42–3 ritual, 373 ‘second-hand’, 37, 42 shared, 53 symbolic, 62 tacit, 62 see also teachers’ knowledge

language awareness, 46, 194 data, 10, 11, 106, 112, 207 learning activities, 162–4 pedagogy, 188–90, 192

leadership, 140–3 learner

anxiety, 356–7 initiative, 387–8 needs, 172 perspectives, 72, 173, 449

learner-centredness, 31, 51, 145, 201 learning

adult, 21, 63, 131, 344–6 autonomous, 138, 203 blended, 255 ‘borderless’, 81–2; see also classroom cognitive, 155 collaborative, 86, 129, 209, 355 and competence, 118 conditions for, 152 conscious, 184 constraints on, 63 constructivist views on, 198 difficulties, 157, 159, 162 emotional dimension see affect,

emotion, emotional experiential, informal, 34, 35–41, 43,

46, 48, 89, 98, 138, 148, 203–4 exploratory, 200–2 formal, 24–32, 37, 48, 89, 273 goal, 19, 20, 41, 168, 211, 213

494 Subject Index

learning – continued in-and-out of school, 33, 37, 39 incidental, 39 investment in, 169 lifelong, 2, 29, 63 online, 3, 63, 84–6, 247–55, 332, 365–7 opportunity, 19–23, 63, 122 process, 33 purpose, 93 reinforcement, 194 resistance to, 158–9 rhythms, 69, 70, 75–7; see also time success, 39, 75 transformational, 48

learning group, 18, 91–2 history, 76, 89, 92, 106 ideal, 338–9 solidarity, 129

learning to teach, 277–9 continuing, 281–4

learning-and-teaching, 11, 29–30 legitimate peripheral participation,

100, 207 lesson planning, structure, management,

135, 291–5, 298, 386–7 influences on, 292

life history, 257, 401 London, 359 long conversation, 108

Malawi, 152–3, 192 Malaysia, 9, 23, 310, 395–7, 401–3 management see classroom management ‘managerialism’, 144–5, 215 mediation, 23, 206–8 meme, 25 methodology, 31, 188

appropriate methodology, 431 Mexico, 13, 293, 328 monologue, 234–7, 369–70 motivation, 17, 21, 36, 37, 40, 147, 168–9 movement, in classrooms, 12, 14, 57, 306 Mozambique, 9

Namibia, 297 navigation, 109, 112, 164 negotiation, 109, 176 Netherlands, 386–7 new technologies 2, 48; see also the

Internet, online learning

non-participation, 111 norms, 66

obligations, 107 ‘observables’, 9, 12, 16, 424 observation, 301

by learners, 411–14 Oman, 369 opportunity, 115, 122–7 order, 115, 117–25, 346–7

pace, of lessons, 296, 304, 348 pacing, 303–4, 348 pair work, 317, 322–5 Pakistan, 312–3 participation, 2, 18, 111

managing participation, 221–2, 231, 239, 247; see also IRF, turn-taking

online, 247–8, 252–4 patterns of, 222–3, 375–8 research on, 448, 456

pedagogy, 187ff alternative, 111 criticial, 218–19 pedagogic device, 42–6 pedagogic forces, 120–1 pedagogic paradox, 120 pedagogic space, 55 pedagogical content knowledge,

263–4 progressive, 201 of resistance, 112, 219 theories of, 3, 187, 201; see also

teaching models personal constructs, 401 personalisation, 354 philosophy with children, 389–90 photographs, 336 play, fun, 182–4, 359–61 power, 17, 43, 94, 348–9 practice

changing, 284–6 indigenising, 1

practitioner development, 406 practitioner research, 428 privacy

in classrooms, 46 professional, 50

process competence, 136

Subject Index 495

professional learning, formal, 274–7

professional life cycle, 79–80 progressivism in teaching, 196 project work, 81, 203,

330–1, 391 proxemics, 64–5 psychological climate, 150 public theory, 257

questions, types of, 226–7 question and answer, 196, 225–9

recitation, 192 receptivity, 167 reflection, 264 reflection-in-action, 265 reflective periods, 304–5 reflective practice, 427 reflexivity, reflexive approach,

437–9, 450 reinforcement, repetition, 194 relationships

adversarial, 62–3, 348 caring, 129, 213 colleague, teacher–teacher, 53 dynamic, 102 in educational discourses, 50 in formal classroom instruction, 33 learner-helper, 36–7, 39, 41

repair, 237–9 research, 4

action, 426–7 areas of research interest, 446ff analysis, 426 collaboration in, 433–5 cross-cutting issues in, 449 descriptive, 426, 430–3 differing perspectives on (‘emic’

and ‘etic’), 426 in education and training, 428 ethnography, 431 experimental, 429 ‘inner’ and ‘outer’, 436, 438–9 insider researchers, 433–4 interpretation in language

teaching, 432–5 interventionist, 429 as learning tool, 434–5 multidisciplinary, multidimensional, 424

policy-oriented, 429 prescriptionist, 429 procedures, 435–41 process (stages, cycles), 441–4 ‘pure’, 425–6 purposes of, 424–9, 432 socio-cultural, 432 types of, 425 understanding in, 432–5 see also Exploratory Practice

resilience, 163 see also self-confidence

resistance, 158, 169, 219, 384–6 resources, 18, 211 responsive teaching, 211–12 rhythm, 74–5, 121, 233

see also time routines, 68, 71, 119, 281–3 rules, 117

safe-talk, 380–1 scaffolding, 173, 206, 242–4, 373,

374–5, 390 seating arrangements, 2, 306–11, 322 seat work, 405 Second Language Acquisition (SLA)

theory, 109, 430 security, 119, 175–7 self-confidence, 162

see also resilience sense of place, 83 sense of plausibility, 175, 190 small group work, 317, 322–5 social constructivism, 204–9, 213–14 social participation structure (SPS),

299–301 social practices, 112 socialisation, 92, 134 socio-cultural

processes, 93 views, 76, 241

South Korea, 319 Southeast Asia, 320–1 space, 3, 11, 16–17, 47, 51, 63, 83–4,

313–14, 347, 403 aspects of classroom management,

55–69, 452 design, proxemics, 62–4 symbolic meanings, 60, 63 teacher’s, 66, 67, 310–11, 313

496 Subject Index

space – continued teacher and learner positioning in, 50,

66, 313–15 vertical, 56, 325–7 virtual, 83, 250, 252–3, 332 and whole-class teaching, 306, 314, 316

Sri Lanka, 382–3, 384–6 status, 43, 63 structure, 41 subject knowledge, of teachers, 48 support, 172–5 Swaziland, 326

Tanzania, 361–2, 376–7 tape-recording, 301 talk, 13, 44–6, 103–8, 127, 212, 221–2,

240, 255 collaborative, 240–1 contingent, 126–7, 230 exploratory, 229, institutional mode, 49 learner-managed, 389, 390, 392 personal mode, 49 professional mode, 49 transformative, 241

teacher education, 188, 270–85, 434, 450–1

continuing, in-service, 281 initial, 279–81 see also professional learning, formal

teachers beginning, 273, 274–7 beliefs, attitudes, 53, 176, 188, 262,

266–7, 275–6, 283–4 decision-making, 46, 267–8, 299–301;

see also autonomy emotions, 170–1, 362–5 ESL, 53–4 goal-driven, 185 influences on, 132, 171 inquiry, 427 intervention, 33, 391 isolation, 68 knowledge, 33, 188, 263–4 as managers, 140–3, 145 personal resources, 140 preparation, 389 presence, 389 pivotal position, 41–2, 111 practical theory, 190, 264

principles, 191 process competence, 135–7 professional development, 278,

279, 415 professional knowledge, 188,

257–60, 270–1 professional lives, 46, 78–80 responsibilities, 107–8 role in formal learning contexts, 41–3 styles, 132, 135, 369–70 theories of practice, 187–92, 264ff thinking, cognitive views 188, 261,

268ff, 395–7 time management, 78–81; see also time working practices, 51–4, 68, 191

teacher–learner relationships, 23, 33, 50–1, 172

teacher talk, 45, 194, 234, 369–73 see also monologue

teaching artistry in, 214, 216, 265 assisted performance model, 199, 210 change and innovation in, 284–5 collaborative inquiry in, 199ff cultures of, 262, 283, 419 exploratory, 199–204, 412–14 inductive, 194 intuition in, 217 models of, 188–9, 191–3, 197, 199,

215, 449 operational component, 189 processes and stages, 277 repertoires, 214–15 response model in, 199, 211–12 tact in, 216–18 techniques, 222 theory and practice, 257ff

teaching-and-learning, 42 multimodality, 56 online, 250 technicist view of, 123

teaching materials, 2, 292, 449–50 technical rationalism, 257 technicist, 360 technology, new technologies, 2, 81, 183 territoriality, 64, 306 time, time management, 3, 10, 11,

16–17, 47, 55, 211, 290–305, 348, 290, 447, 451

cultural experiences of, 74–5

Subject Index 497

divisions, 69–70 educational time management,

69–81 frames, 70f ‘getting done’, 291 ‘going with the flow’, 290 learners’ perceptions of, 71–2 learning, pressures on learning, 70,

72, 77 monochronic/polychronic views of,

74–7 online, 249 and pacing activities, 303–4, 305 and reflective periods, 304–5 and teachers, teaching, 72, 78–81 transitions and interruptions, 73f; see

also learning rhythms units, in education 73–7 use of, 293–7

text see language data thick description, 425 transmission (teaching), 192–7, 233,

313, 372 ‘troubles’, 120, 237, 432–3 trust, 349, 351–2

Turkey, 412 turn-taking, 230–4

ground rules for, 232

United Kingdom, the, 329, 336, 366, 434

United States, 2, 166, 369, 392 ‘unobservables’, 14, 16, 424

values, 335 teachers’, 53

value systems, 32 video, 336 Vietnam, 313–14, 360–1, 383–4

whole-class teaching, 306–11 writing, online, 253–5

Zambia, 26 zone

action, 312–13 attention, 312 of proximal development (ZPD),

205–7, 243, 245 surveillance, 312