With a Foreword by Hugh Starkey and Audrey Osler, and Afterwords by Graham Crookes, Hilary Janks and Allan Luke, this book promotes critical language education and illustrates how a critical agenda can be enacted in English language education in real classrooms. It presents four cases located in primary and secondary schools in the province of…

Narrative descriptions of class sessions conducted by seven junior high school English teachers were used to map the way order was achieved under different circumstances. (RM)

This study investigated the seating patterns of target students in science classrooms to see if there was an action zone or t-zone present. Fifty-six physical science and chemistry classes were observed using the Brophy-Good Teacher-Child Dyadic Observation System. Target students were identified and their interactions were compared to non-target…

Reports on the relationship between the seating patterns of students and their observed attitudes toward class activities in an English-as-a-Second-Language class. Discusses issues of physical territoriality, psycholinguistic territoriality, and active participation by students. (CFR)

Explores relationships between various types of research and the implications for teacher/student dialogue. Discusses H. F. Gadamar's view of tradition as text. Suggests Active Tutorial Work strategies may not be engaging student/teacher dialogue. States teachers must take a more active role in initiating dialogue. (NL)

Presents an ethnomethodological study of how Australian high school geography teachers and students rely on common sense knowledge and reasoning to facilitate learning. Analyzes portions of transcripts from a class activity in which students built a scale model of a city. Explains location categorization devices, illustrating how learning involves…