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SECTION 1 TEACHING AS DOING, THINKING AND INTERPRETING; 1 The Best LaidPlans: Teacher's In-Class Decisions to Depart from their lesson plans;2 Hidden Voices: Insiders' Perspectives on Classroom Interaction; 3Teaching Style: A Way to Understand Instruction in Language Classrooms;SECTION 2: CLASSROOM DYNAMICS AND INTERACTION; 4 In or Out of theAction Zone: Location as a Feature of Interaction in Large ESL Classesin Pakistan; 5 Reticence and Anxiety in Second Language Learning; 6 AWindow on the Classroom: Classroom Events Viewed from Different Angles;SECTION 3: THE CLASSROOM AND BEYOND; 7 Socializing with the Teachersand Prior Language Learning Experience: A Diary Study; 8 SardoRevisited: Voice, Faith, and Multiple Repeaters; 9 Language LearningDiaries as Mirrors of Students' Cultural Sensitivity; 10 “I Wantto Talk With Them, But I Don't Want Them to Hear.” SECTION 4:CURRICULAR ISSUES; 11 Curriculum Renewal: An Investigation into Changesin Learner and Teacher Behaviors in Classrooms in the Sultanate ofOman; 12 U.S. Language Minority Students: Voices from the Junior HighClassroom; 13 Voices for Improved Learning: The ethnographer asCo-Agent of Pedagogic Change; 14 Registration and Placement: LearnerResponse; SECTION 5: SOCIOPOLITICAL PERSPECTIVES; 15 ConflictingVoices: Language, Classrooms, and Bilingual Education in Puno;16 TheFunctions of Code-Switching Amongst High School Teachers and Studentsin KwaZulu and Implications for Teacher Education;17 DifferentLanguages, Different Practices: Socialization of Discourse Competencein Dual-Language School Classrooms in Hungary SECTION 6 IMPLICATIONSFOR TEACHERS AND RESEARCHERS; 18 Redefining the Relationship BetweenResearch and What Teachers Know; 19 The Tapestry of Diversity in ourClassrooms