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This paper discusses the conceptual considerations that underpin classroom teaching observations within the research methodology for a project on Higher Education English Studies in ordinarily non-Anglophone contexts. The parameters of the broad project are outlined, and the methodological purpose served by classroom teaching observations therein explained. A survey of the various strands of existing classroom research follows, highlighting the relevant aspects of each for this project. A section briefly considers what sort of initial conceptual understanding of the classroom is suitable, and three frameworks – exploiting notions of spatiality, culture and performance – are recommended. How observer-interference in the classroom may be negotiated is briefly considered in the final section.
|Item Type:||Journal Article|
|Copyright Holders:||2010 The Academic Anglophone Society of Romania|
|Keywords:||classroom research; teaching observation; classroom conceptualized; language teaching; literature teaching; cultural studies|
|Academic Unit/Department:||Faculty of Arts and Social Sciences (FASS) > Art History, Classical Studies, English and Creative Writing, Music
Faculty of Arts and Social Sciences (FASS)
|Depositing User:||Suman Gupta|
|Date Deposited:||12 Nov 2010 11:58|
|Last Modified:||05 Oct 2016 12:39|
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