Includes bibliographical references (p. 215-225) and index.

1. A changing perspective on language teaching -- 1.1. A new technology of language teaching -- 1.2. Towards an ecological perspective on language teaching -- 1.3. Learner identities -- 1.4. Teacher identities -- 1.5. Identity and context -- 1.6. Emerging responses, emerging challenges

2. The dynamics of teaching and learning -- 2.1. Locating language teaching -- 2.2. Diversity and rationality -- 2.3. A changing research agenda -- 2.4. A dynamic perspective on the classroom -- 2.5. Exploring classroom dynamics

3. Visions of language -- 3.1. The language is the language: Or is it? -- 3.2. Language as a language system -- 3.3. Language as doing things: The functional perspective -- 3.4. Language as self-expression -- 3.5. Language as culture and ideology -- 3.6. Overview

4. Visions of learning -- 4.1. The diversity of the learning experience -- 4.2. Experiential learning -- 4.3. Analytical learning -- 4.4. Habit formation: Developing automaticity -- 4.5. The role of affect -- 4.6. Overview

5. Visions of the classroom -- 5.1. The many meanings of the classroom -- 5.2. The classroom as a controlled learning environment -- 5.3. The communicative classroom -- 5.4. The classroom as a school of autonomy -- 5.5. The classroom as socialisation -- 5.6. Overview

6. Methodology and context -- 6.1. Putting methodology in its place -- 6.2. Exploring context -- 6.3. The force of circumstance -- 6.4. Conflicting rationalities -- 6.5. Overview

7. Exploiting local dynamics -- 7.1. The mental context of learning -- 7.2. Cultures of learning -- 7.3. Discovering the rules -- 7.4. A study in educational ethnography -- 7.5. Overview

8. Negotiation in the classroom -- 8.1. Teaching as negotiation -- 8.2. Negotiative dynamics -- 8.3. Negotiating classroom identities -- 8.4. A tale of two courses: Negotiating classroom realities among multiple participants -- 8.5. Overview

9. Livid with complexity

"Traditionally, the classroom has been seen as a place where language learning takes place in a linear manner on a fairly predictable input-output model. Recent research, however, has portrayed the classroom as a complex environment which is influenced by a wide range of attitudinal and contextual factors. The Dynamics of the Language Classroom seeks to explore the dynamic and frequently unpredictable nature of the language classroom. It does this by examining the various conceptions of language, learning, and of the classroom which influence participants' attitudes and actions. The interaction between methodology and context and the role of local cultures of learning is also examined. It then concludes with a number of recommendations as to how language educators may work constructively with the complex dynamics of classroom teaching and learning. The first book to look at the complex nature of language learning in the classroom. Examines the role of local cultures of learning. Describes the negotiative nature of classroom teaching." (Publisher's Website)