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Part I. Teaching as Doing, Thinking and Interpreting: 1. The best laid plans: teacher's in-class decisions to depart from their lesson plans 2. Hidden voices: insiders' perspectives on classroom interaction 3. Teaching style: a way to understand instruction in language classrooms Part II. Classroom Dynamics and Interaction: 4. In or out of the action zone: location as a feature of interaction in large ESL classes in Pakistan 5. Reticence and anxiety in second language learning 6. A window on the classroom: classroom events viewed from different angles Part III. The Classroom and Beyond: 7. Socializing with the teachers and prior language learning experience: a diary study 8. Sardo revisited: voice, faith, and multiple repeaters 9. Language learning diaries as mirrors of students' cultural sensitivity 10. I Want to Talk With Them, But I Don't Want Them to Hear Part IV. Curricular Issues: 11. Curriculum renewal: an investigation into changes in learner and teacher behaviors in classrooms in the sultanate of Oman 12. U.S. language minority students: voices from the junior high classroom 13. Voices for improved learning: the ethnographer as co-agent of pedagogic change 14. Registration and placement: learner response Part V. Sociopolitical Perspectives: 15. Conflicting voices: language, classrooms, and bilingual education in Puno 16. The functions of code-switching amongst high school teachers and students in KwaZulu and implications for teacher education 17. Different languages, different practices: socialization of discourse competence in dual-language school classrooms in Hungary Part VI. Implications for Teachers and Researchers: 18. Redefining the relationship between research and what teachers know 19. The tapestry of diversity in our classrooms.
Al-Seghayer et al. (Mon,) studied this question.