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"[...]norms in an institution are very often hidden and not open to observation." (Ho, 2006, p.16)

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"[...] learners are aware that communication in the classroom may not be what they will encounter in the outside world" (Ho, 2006, 20)

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connection between the linguistic features of speech and the sociocultural structure of the community 

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connection between the linguistic features of speech and the sociocultural structure of the community 

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criticism towards hierarchical authority in language learning --> restricts students into passive roles (Ho, 2006, 21)

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-central to everyday existence
-needed to have a look at language
-talk is an indicator or expression

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emphasis of form over meaning and accuracy over communication

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"Classroom studies tend to show the tecacher playing a dominant role in classroom discourse" (p.21)

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"Classroom studies tend to show the tecacher playing a dominant role in classroom discourse" (p.21)

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- Classroom studies tend to show the teacher playing a dominant role in classroom discourse
- this hierarchical authority in language learning has come under strong criticism because it tends to restrict students into playing passive rolesin language classrooms.
- If language earning is about acdemic knowledge and exam it does not seem to matter if instruction is monologic or dialogic. However, if language learning aims at proficiency, then monologic instruction alone may not be adequate to language acquisition

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One expression of the teacher‘s authority is the particular linguistic code he/she employs to convey facts and information for learners.

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Teacher dominance and student reticence

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Language of instruction in the classroom is distinctly different from the language outside the school.

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"Corbette and Blum argue that school language has failed to help students make a connection between the language they learnt and that found in the real world." (p.25)

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“Exams may have little significance for the degree of achievement”

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"In redefining Vygotsky (1978) in terms of formal L2 learning, the sociocultural theory can be described as the emphasis on the individual learner within the collective and sourrounding social and cultural environment" (p.34)

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"In redefining Vygotsky (1978) in terms of formal L2 learning, the sociocultural theory can be described as the emphasis on the individual learner within the collective and sourrounding social and cultural environment" (p.34)

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"(...) there must be comprehensibility to teacher input. If students are constantly struggling to understand the teachers academic language, then negotiation will not happen (...)" (Ho, 2006, p.27)

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"schools are more concerned with language learning than language use" (p.39)

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"schools are more concerned with language learning than language use" (p.39)

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It is suggested, that academic and literary skills are valued higher than oral language production skills. Although language is a Tool for communication, the focus is more on formal correctness than actual use.

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"With the emergence of new language varietes [...] it is difficult to say with any degree of certainty what consitutes as "correct" or even "standard" English. It may be that the English being promoted in schools has become obsolete and therefore irrelevant to modern societal needs" (Ho, 2006, p.26)

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Large power distance that exists between the teacher and students.

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Large power distance that exists between the teacher and students.

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English language of the school should be aligned to the English-needs in the real world.

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English language of the school should be aligned to the English-needs in the real world.

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"[...] grammer instruction has to be incorporated into communicative activities to allow learners to practice what they have been taught" (S. 29)

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Importance of grammar