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9781950328000

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Th is gem of a book, Th e Invisible Foreign Language Classroom: Bringing Hidden Dynamics to Light for Individual and Group Harmony and Success, by Laura Dabbs and Betty Lou Leaver, should be required reading for language teachers. Th e term invisible classroom refers to unseen but powerful combinations of personality types in a classroom. Harmonies or confl icts in teacher-student and student-student personality types infl uence language classroom success for teachers and learners alike. Part 1's highly readable theoretical explanations and Part 2's fascinating classroom scenarios and interpretations suggest to me that any simplistic labeling of language students (for instance, describing some students as energetic, engaged, or bright and others as lazy, uncooperative, or dim) hides the truth that at least one unrecognized personality-type confl ict might well be occurring. Th is intelligent, appealing little book can be read quickly, but language teachers will keep coming back to it for practical ideas for handling the dynamics of any class. Using this book, language teachers will better understand classroom relationships and will know the steps to take in order to make the classroom more welcoming to all students. Th is volume renders the invisible classroom far more visible and manageable. I will use this book in my language teacher education courses. -- Dr. Rebecca L. Oxford, Professor Emerita / Distinguished Scholar-Teacher, University of Maryland; Adjunct Professor, University of Alabama at Birmingham The first practically oriented book to survey and illuminate the hidden classroom for the benefi t of classroom and other cohort instructors, showing how to foresee, recognize and address dysfunction arising from one of the central components of individual variation among teachers and students. Having personally assessed hundreds if not thousands of foreign language classrooms in numerous languages, I feel that this volume can provide a useful guide for the perplexed teacher in managing the essentially infi nite variation that can occur in the dynamics of cohort and teacher-cohort interaction. -- Andrew R. Corin Profesor Emeritus and former Associate Provost Defense Language Institute Foreign Language Center

"Th is gem of a book, Th e Invisible Foreign Language Classroom: Bringing Hidden Dynamics to Light for Individual and Group Harmony and Success, by Laura Dabbs and Betty Lou Leaver, should be required reading for language teachers. Th e term ""invisible classroom"" refers to unseen but powerful combinations of personality types in a classroom. Harmonies or confl icts in teacher-student and student-student personality types infl uence language classroom success for teachers and learners alike. Part 1's highly readable theoretical explanations and Part 2's fascinating classroom scenarios and interpretations suggest to me that any simplistic labeling of language students (for instance, describing some students as energetic, engaged, or bright and others as lazy, uncooperative, or dim) hides the truth that at least one unrecognized personality-type confl ict might well be occurring. Th is intelligent, appealing little book can be read quickly, but language teachers will keep coming back to it for practical ideas for handling the dynamics of any class. Using this book, language teachers will better understand classroom relationships and will know the steps to take in order to make the classroom more welcoming to all students. Th is volume renders the invisible classroom far more ""visible"" and manageable. I will use this book in my language teacher education courses. -- Dr. Rebecca L. Oxford, Professor Emerita / Distinguished Scholar-Teacher, University of Maryland; Adjunct Professor, University of Alabama at Birmingham The first practically oriented book to survey and illuminate the ""hidden classroom"" for the benefi t of classroom and other cohort instructors, showing how to foresee, recognize and address dysfunction arising from one of the central components of individual variation among teachers and students. Having personally assessed hundreds if not thousands of foreign language classrooms in numerous languages, I feel that this volume can provide a useful ""guide for the perplexed"" teacher in managing the essentially infi nite variation that can occur in the dynamics of cohort and teacher-cohort interaction. -- Andrew R. Corin Profesor Emeritus and former Associate Provost Defense Language Institute Foreign Language Center"

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