English Language Teaching in its Social Context

346 INDEXCazden, C. 233Chaudron, C. 31 1child learners 40-1choices, set of 193-4Chomsky,N. 14, 15, 16, 17,45, 152chorusing 231, 232-3Clark, E. 76-7Clark, H.H. 76-7classroom: as coral gardens see classroom asculture metaphor; as discourse 125-8; asexperimental laboratory 123-5classroom context I ; motivation 34; strategiesand goals in 4 -6classroom as culture metaphor 128- 34; learningwithin 137-8; researching within 135 6;reviewing 134-5; teaching within 136 7classroom interaction see interactionclassroom management 170classroom research 51-2, 67, 125 8Claude, M. 229-30Clifford, R. 84-5Coates, J. 334COBUILD team 15coconstruction 95-7, 1334code-switching 250-2cognition 94-5cognitive factors 24Cohen, A.D. 173, 174collective culture 130Collins, J, 237, 238, 273, 284collusion 6, 22740column transcript layouts 3324communication strategies 824; problems with847Communicational Teaching Project (CTP)634, 160communicative competence 83, 84, 155communicative language teaching (CLT) 155-8,200, 227-8community language learning (CLL) 153compatible habitus 274- 5, 282competence: communicative 83, 84, 155;participative, interactional and academic171-2; and performance 14-15; strategic82 4comprehensible input 21, 75-6, 79, 159comprehensible output 21, 79, 260-1comprehension 3, 75--89; place of in languagelearning 75-6; strategies 76 8computer-based analysis 340 2conceptual evaluation 65, 66concordancing 342, 343concurrent resources 101 -2confidentiality 325-6confirmations 247confirmatory research tradition 53-6Conrad, J. 36conservatism 132 -3constraints 92 4, 103consultants, researchers as 52-3contextual knowledge 78contextualisation 116- 19contingency 98-1 02, 102; negotiation, languagelearning and 100-2continuity 248control 98conversation analysis (CA) 116-1 7, 119conversational inference 1 17conversational interaction 99-100co-operative learning activities 34Cope, W. 200co-production 288coral gardens, classroom as 128-34; see a/.soclassroom as culture metaphorCorder, S.P. 48, 49Cornelius, E.T. 2 13corpus linguistics 15, 340-2correction of errors 180, 298-9creativity 19; creative, discursive agency 273,27% 82, 284critical action research 59critical ethnography 2 11Critical Period Hypothesis 36, 37 9Crookes, G. 34, 58, 59, 60, 160 2cross-linguistic influences 20Csikszentmihalyi, M. I03cued elicitations 246-7cultural capital 272, 274 -5, 282culturally-specific interaction styles 22740;barriers to innovation and learning 229 34;limitations of explanations of school failure234-5culture 252~ 3, 254; classroom as see classroomas culture metaphor; and student opposition216-18, 221-2, 223-4Curran, C. 153Day, K. 313decision-driven modcl of research use 47deference politeness 228determination 2 I4 16dcvclopmental sequences 18, 182dialogue 97, 254differences between learners 23~5, 299-300,301differentiation 129 30direct elicitations 246direct method 149discourse 59; classroom as 125 8; dimensions of309-16; grammar and 196 7; languageacquisition or language socialisation 4,108-2 1 ; managing 318; navigating 8,306-22; positioning in and through 113-15;what learners learn from the discourse oflessons 316-1 7; see also interactiondiscourse skills 81