ABSTRACT
Methodological approaches to the study of second-language classrooms are extremely varied, reflecting both a great diversity of research questions and a range of different theoretical perspectives on the conduct of research. Stringer (2008, p. 14) points out, however, that most research into classrooms is still conducted by researchers from outside the classroom situation describing what they see and stating the implications. In this respect, Walker (2001, p. 23) argues that an insider investigation by teachers themselves can provide much more reliable insights into situations they experience firsthand if they can exercise some agency in how language policies are implemented into their own classroom.
