Unplanned classroom language and teacher training

Abstract

This article uses classroom data to discuss how an emphasis on lesson planning and communicative activities in teacher training sessions, and the dominance of a coursebook as a source for these activities, have had unintended consequences in three specific areas, leading to the inhibition of interaction between teacher and student, the avoidance of genuine communicative opportunities available in unplanned language, and the loss of aspects of local knowledge and experience as topics for classroom talk. The article goes on to describe the measures taken to make a place for unplanned language in future training sessions and in teachers' classroom practice.

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