This study explores the field of ESL (English as a Second Language) classroom learning within a formal learning institution. Influenced by the sociocultural theory in SLA (Second Language Acquisition), the book sheds light on the question that has been boggling the minds of language practitioners and researchers: Why is ESL classroom talk the way it is? Based on a case study of a school in an ESL community, it argues persuasively that classroom talk may be linked in important ways to an operative sociocultural structure of ESL pedagogy over and above the classroom at the institutional level. The book examines issues which have here-to-fore been avoided by writers and researchers in current SLA writings and classroom studies. It confronts complex and complicated contextual and research methodological issues to make visible what has up to now been that elusive «structure» behind the oral practices in language classrooms. Research methods are drawn from language education and several disciplines within linguistics and the social sciences. Emerging from a multidisciplinary methodological framework are a number of surprising revelations about the meanings and functions of ESL classroom talk.
Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wien, 2006, 2007. 254 pp.
Contents: The ESL Classroom in the Formal Learning Context – ESL Classroom Talk and the Sociocultural Theory in Formal ESL
Learning – Ethnography and an Ethnomethodological Approach to Data Collection and Analysis – The Bruneian ESL Context - A
Case Study – The Features of Classroom Talk in the Grammar English Lesson – The Perception of a Sociocultural Structure in
ESL Formal Instruction – Classroom Talk and the Expression of the Sociocultural Structure of ESL Formal Learning.