Description

Numerous books provide theories or exploration of effective language instruction from the perspective of teaching itself or learners angles. With the intension and the scope of both perspectives, this book takes readers and potential authors to a trip to a primary classroom world. The author wished to open a window to highlight how language, in its classroom everyday life as well as for academic purposes, enabled us to understand how learning contexts, texts, and roles were co-constructed by teacher and students. By this way, the classroom members not only expanded their discourse repertoires to define a particular way of learning but used the repertoires as resources to accomplish academic tasks. This study contributed to an enhanced theoretical language for studying language learning in its dialogic and constructed nature, and provided a theoretical framework which treats curriculum and instruction as a whole in the study of language teaching and learning. Therefore, this book serves as a comprehensive, reader-friendly resource book for language teaching classes, research methods classes, as well as teacher development.