ABSTRACT
This chapter considers the social as well as pedagogic character of English language teaching classrooms. English language classrooms are complicated places. It explores how teachers assume a variety of roles in class, and investigates how these roles may affect language learning and ‘classroom life’. The chapter investigates how patterns of classroom interaction, including teacher and learner talk, error and corrective feedback and teachers’ questions, may affect opportunities for language learning. Recognizing the complex and diverse nature of English language teaching class rooms around the world, and social as well as pedagogical aspects of classroom life, is the starting point of our exploration of roles, relationships and interactions in second language (L2) classrooms. The Initiation-Response-Feedback exchange is one of most typical interactions in L2 classrooms. English language classes vary considerably in size, from one-to-one teaching and small group classes to classes that contain fifty learners. It encourages readers to reflect on their own beliefs and classroom practices, while acknowledging possible alternatives.
