Titlebook: Understanding the Language Classroom; Simon Gieve,Inés K. Miller Book 2006 Palgrave Macmillan, a division of Macmillan Publishers Limited

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Recognizing Complexity in Adult Literacy Research and Practice,1 in this volume) has identified as an interpretative lens for examining the learning-teaching relationship in adult literacy education. In keeping with his first ‘direction’, we propose that the intellectual project of adult literacy practitioners and researchers should not be to . nor merely to .,

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Collegial Development in ELT: The Interface between Global Processes and Local Understandings, personal professional identities. It explores current approaches to teacher development that can be seen as symptomatic of such changes. An initial purpose is to consider aspects of teacher development that may be contributing to this appropriation of the self as a professional. The second aim of t

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,Language Teacher Educators in Search of ‘Locally Helpful Understandings’,dings’, extending the idea to teacher educators, whom I also see as practitioners. In the light of the . proposed by Allwright (2006, Chapter 1 in this volume), my purpose is to describe and attempt to discuss, so as to better understand, some of the challenges (‘puzzles’, according to Allwright, 20

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x Promising Directions in Applied Linguistics. The other distinguished contributors respond to this discussion with their own interpretations and from their own experience. The collection problematizes prescription, efficiency, and technical solutions as orientations to classroom language learning.

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Simon Gieve,Inés K. Millercs include generalized state-space representations, linearization, elimination of prescribed pressures, the tracing of stream lines, lift tables, computational aspects, and the derivation of an energy balance for porous-media flow.

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