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SECTION 1 TEACHING AS DOING, THINKING AND INTERPRETING 1 The Best Laid Plans: Teacher's In-Class Decisions to Depart from their lesson plans 2 Hidden Voices: Insiders' Perspectives on Classroom Interaction 3 Teaching Style: A Way to Understand Instruction in Language Classrooms SECTION 2: CLASSROOM DYNAMICS AND INTERACTION 4 In or Out of the Action Zone: Location as a Feature of Interaction in Large ESL Classes in Pakistan 5 Reticence and Anxiety in Second Language Learning 6 A Window on the Classroom: Classroom Events Viewed from Different Angles SECTION 3: THE CLASSROOM AND BEYOND 7 Socializing with the Teachers and Prior Language Learning Experience: A Diary Study 8 Sardo Revisited: Voice, Faith, and Multiple Repeaters 9 Language Learning Diaries as Mirrors of Students' Cultural Sensitivity 10 I Want to Talk With Them, But I Don't Want Them to Hear. SECTION 4: CURRICULAR ISSUES 11 Curriculum Renewal: An Investigation into Changes in Learner and Teacher Behaviors in Classrooms in the Sultanate of Oman 12 U.S. Language Minority Students: Voices from the Junior High Classroom 13 Voices for Improved Learning: The ethnographer as Co-Agent of Pedagogic Change 14 Registration and Placement: Learner Response SECTION 5: SOCIOPOLITICAL PERSPECTIVES 15 Conflicting Voices: Language, Classrooms, and Bilingual Education in Puno;16 The Functions of Code-Switching Amongst High School Teachers and Students in KwaZulu and Implications for Teacher Education;17 Different Languages, Different Practices: Socialization of Discourse Competence in Dual-Language School Classrooms in Hungary SECTION 6 IMPLICATIONS FOR TEACHERS AND RESEARCHERS 18 Redefining the Relationship Between Research and What Teachers Know 19 The Tapestry of Diversity in our Classrooms