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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 Ť 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.
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