ABSTRACT
The present chapter introduces an interaction-centered model of language and behavioral development that draws on ecological and transactional theory to provide guidance and recommendations for conceptualizing research and practice on issues related to language and behavior in classroom settings. We argue that these two constructs co-develop, and thus must be considered in tandem when designing and implementing supportive teaching practices. We identify effective classroom management and promoting language-rich instructional environments as primary mechanisms within the model, provide details of each component, and discuss next steps for research and practice.
