Understanding Language Classroom Contexts

Introduction 1. Components of Contexts 2. Exploring Culture 3. Language and Languages in Education 4. From Cultures to Methods 5. From Methods to Approaches 6. Teachers and Learners: As Part of and Creators of their Context 7. Teachers and Learners: As 'Products of their Context 8. Schools and Classrooms: Physical and Cultural Contexts 9. Planning and Implementing Classroom Change 10. Conclusions: On Understanding Language Classroom Contexts and the Process of Change Index

Angi Malderez is a freelance education consultant, and Honorary Senior Fellow of the School of Education, University of Leeds, UK. Martin Wedell is Senior Lecturer and Head of International Education at the University of Leeds, UK.

This volume discusses the subtle interconnectedness of the language classroom and change. By means of thought-provoking questions and tasks, the authors repeatedly turn their monologue into a dialogue with the readers to help them understand that they are not only the products but also the creators of their classroom contexts. While specifically directed at teachers of English, this book is an eye-opener for anyone who has a stake in education. And who doesn't? Peter Medgyes, Professor of Applied Linguistics, Eotvos Lorand University of Budapest, Hungary What I like most about this book is that the authors have managed to facilitate readers in understanding the complex and dynamic nature of language classroom contexts by incorporating their own processes of analyzing a large amount of real data. In this way, not only do they ease our journey of exploring culture, but they also give us a fantastic practical tool for our own research analysis. Qiang Wang, Professor of Applied Linguistics and English Teacher Education, Beijing Normal University, China I have found this book illuminating as it is exciting in exploring and foregrounding the contextual issues that teachers of English Language and, indeed all language teachers as well as school leadership practitioners grapple with in their efforts to provide a conducive environment for learners. It is easy to identify with, extremely educative and the style used is both 'soft' and friendly to the reader. The book inspires the reader to reflect more on the dynamics and the multiple layers of socio-cultural contexts in schools thus raising the inquisitiveness of the readers on the relevance of adopting universal conceptualisations of language teaching and school leadership in a fast changing world. Julius O. Jwan, Senior Lecturer in Educational Leadership and Management, Moi University, Kenya Some notion of context underlies almost every kind of thinking or discussion in language education, especially English language