Abstract
It’s interesting how very similar lesson plans carried out by two teachers with totally different beliefs actually lead to formally similar lessons but with very different class atmospheres
The above extract comes from a diary I kept during a three-year case study of two EFL teachers working in Italy, Charlotte and Linda. The diary extract would seem to indicate that teachers can give lessons that are very similar in their organisation and yet are somehow very different in what we might call the social affective climate of the classroom (Legukte and Thomas 1991). In this chapter we will look first of all at the beliefs that two experienced teachers hold about teaching and learning and then investigate whether their beliefs can be seen to influence the interaction patterns that they set up, and thereby go some way towards accounting for the differences in their classrooms.
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© 2008 Sue Garton
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Garton, S. (2008). Teacher Beliefs and Interaction in the Language Classroom. In: Garton, S., Richards, K. (eds) Professional Encounters in TESOL. Communicating in Professions and Organizations. Palgrave Macmillan, London. https://doi.org/10.1057/9780230594173_5
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DOI: https://doi.org/10.1057/9780230594173_5
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