Publisher's Synopsis
The first volume to focus on and present the perspectives of classroom teachers on peer learning in second language and foreign language settings to language researchers and teacher educators, bridging the divide between teaching and research on peer interaction in second language acquisition and heightening the relevance of second language research for language teaching in a wide variety of contexts.
Combining existing and new data from observations, interviews, surveys, and social media discourse, this work provides vital insights into how peer learning is understood and used by language teachers in real classrooms to promote second language learning, to develop language skills, and to manage the affective experience.
Allows second language researchers and teacher educators to better understand how to direct research and teaching efforts to produce empirical work that is relevant to the classroom, related to teacher priorities and classroom realities.
