Describes the development of the Multidimensional Audioconferencing Classification System (MACS), an instrument for the tabulation, analysis, and interpretation of audioconferencing instructional interactions. MACS draws on three theoretical and empirical streams: (1) systematic small group interaction analysis; (2) systematic classroom…

Discusses a study examining the perspectives of three gifted middle school students on peer-led discussions and on each other. Highlights issues of voice, gender, interruption, and empowerment. (SR)

Natural and enthusiastic communication among students is a goal of every second-language class. Whole-class interaction activities promote interpersonal sharing as well as intense oral practice of targeted linguistic structures in a relaxed atmosphere. Examples are given. (Contains four references.) (Author/LB)

Reviews literature that offers important ideas about various learning styles in the foreign language classroom, style conflicts that can arise between teachers and students, and effective ways for handling those conflicts. (18 references) (CB)

Literature review found approximately 5-9 percent of school children having clinically significant voice disorders that interfere with classroom communication and may be a symptom of underlying illness. However, voice disorders are grossly underidentified and underserved, particularly in rural schools with personnel shortages. Proposes a teacher…

Points out that journalism teachers must address issues of diversity in the multicultural classroom. Considers strategies for the multicultural classroom, including (1) using cross-cultural materials and explaining why such materials are being used; (2) making assignments that allow students to pursue culture-specific knowledge; and (3) permitting…

Analysis of transcripts of nine undergraduate lectures in the humanities and social sciences found that professors used asides and local breaks in topicality to increase global semantic and pragmatic unity, introduce various mutually reinforcing interpretive frames, resolve apparent contradictions, highlight contrast, and establish relevance and…

Suggests a perspective for the notion of a community of learners based on respect and recognition for children and the concomitant freedom of children to take responsibility for their own learning. Advocates getting away from rigid inflexible structures, and proposes collaboration not as a formal structure but a way of being. (SR)

Describes aspects of a year-long classroom research project designed to explore ways to teach discussion skills. Points out how teacher authority and gender roles influence classroom interaction. Maintains that analyzing their own discourse, students can learn about the authority they must assume (and its nuances) to participate in classroom…

Reviews empirical research on teacher communicator style. Presents, describes, analyzes, and contrasts major foci of inquiries and addresses issues treated as unproblematic so far. Discusses the literature from theoretical, methodological, and cultural perspectives. (SR)

Analyzes and synthesizes 13 stories about teaching presented in the same issue of the journal. Discusses patterns in them regarding teaching that works, related to seven categories: personal visions, tension, decision making, connections, students and teachers as learners, indirection, and emotions. (SR)

A language teacher describes her perception of her role in the language learning process as guide and companion to the student in the adventure of constructing knowledge. As such, the teacher must prepare for and encourage students' active participation. (MSE)

An ethnographic study of two secondary schools in Dar es Salaam, Tanzania, is reported that examined the functions of English-Kiswahili code-switching among students. It argues that code-switching is used strategically by both teachers and pupils for meaningful classroom interaction and also reinforces the view that English is more appropriate for…

Presents a classroom discussion episode broken into narrative segments with the teacher's reflective commentary on each. Uses this narrative to help understand the nature of student response to literature and the demands that response-centered teaching makes on teachers. (SR)

Discusses the use of pantomime to arouse student interest and promote foreign language acquisition, providing several examples demonstrating the inclusion of mimetic activities for teaching about culture and grammar, introducing new vocabulary, and testing. (33 references) (Author/CB)