Suffolk - a peaceful, rural county with big skies, rolling fi elds, unspoilt beaches, quaint towns and villages. But all is not as quiet as it seems. Could that be the eerie clanking of gibbet chains at the crossroads? Did you see a desolate face at an upper window or a spectral white form lurking in the hedgerow? Cats are not always lucky - and beware a north Suffolk Broad in the still, small hours of Midsummer Night . . . Kirsty Hartsiotis and Cherry Wilkinson retell, with spine-chilling freshness, thirty fabulous ghost tales from all corners of this beguiling county. So pull up a chair, stoke the fire and prepare to see its gentle landscape in a new light.

This volume brings together a multidisciplinary perspective of recent work, both theoretical and empirical, on the use of language for communicating in the classroom. Among the contributors are psychologists, educators, linguists, sociologists and anthropologists. The research reported here focuses on the spontaneous communication of school-age children and their teachers in a variety of classroom settings. It presents how different perspectives on the language used by teachers and students, when taken together, are an affirmation of the essential role of multidisciplinary approaches to the study of language and education.