ABSTRACT
A good deal of the research concerned with language in education has addressed children’s linguistic abilities, the ways of developing these abilities, the psychological and other correlates of language ‘problems’ and so on. In this approach ‘language’ has often tended to be treated as though it were yet another school subject, albeit an important one. It is only recently that attention has been focused on the language of the classroom, as opposed to that which children should learn or that which teachers might use to instruct them better.
