ABSTRACT

This chapter investigates differing conceptualizations of the second language (L2) classroom and explores the insights into classroom life which they provide. It examines the ways in which language teaching is a ‘local activity’. Metaphors can provide insights into a range of issues within English Language Teaching. L2 classroom interaction and learning has been conceptualized through a variety of metaphors. The chapter considers how values and power relationships might affect classroom practices. It examines the L2 classroom as a social environment, the differing realities of classroom life depending on what people, both teachers and learners, ‘bring to the room’. Breen proposes that classroom cultures are ‘inherently conservative’ and classes may seek a ‘social and emotional equilibrium – even one which may seem to be antithetical to learning’. The chapter encourages readers to reflect on whether and how the perspectives add to an understanding of their own English language teaching context.