Additional information
by Thomas S. C. Farrell (Editor)
Using examples from real classrooms, this insightful book demonstrates how gathering and analyzing data about patterns in verbal and nonverbal classroom communication can boost the learning process.
Author Biography
Thomas S. C. Farrell is a professor in applied linguistics at Brock University, Canada. He has been involved with ESL and applied linguistics for the past 27 years and has written extensively on topics such as reflective practice, language teacher development, and language teacher education. His recent books include Reflective Practice in Action (2004, Corwin Press), Reflecting on Classroom Communication in Asia (2004, Longman), and Professional Development for Language Teachers (2005, Cambridge University Press, coauthored with Jack Richards).
