Classroom management is the central element of every teacher’s daily professional experience, but it is a neglected topic in debates on language education. Its relative unimportance in Applied Linguistics literature is far outweighed by its significance for teachers and students in classrooms. As a consequence, there has been a tendency to reduce classroom management to a series of procedures and techniques teachers use for ‘managing’ their classroom groups and lessons, part of the craft knowledge and skills of the profession. However, there are signs that a correction of this imbalance is both possible and necessary. Recent research in language education, accompanied by shifts in thinking about language teaching practice, have made it possible; the intense contemporary debate and speculation about the purposes and role of education in all societies have made it necessary.
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