ABSTRACT
I have included this chapter because it exemplifies my belief that any research which sets itself the goal of understanding and illuminating the dynamics of what goes on in language classrooms (or any other classrooms for that matter) must necessarily involve teachers and, where possible, learners as participants rather than objects, in the collection and interpretation of data from the classroom. The study also reflects my long-held belief that it is the teacher and learners who ‘own’ the classroom, and that they are not ‘objects’ to be manipulated for the benefit of researchers and the research process.
