PEER-PAIRING - THE 1ST STEPS OF AN INQUIRY INTO THE PROCESSES OF TEACHING AND LEARNING IN THE 2ND-LANGUAGE CLASSROOM

Extensive classroom observational studies into teaching and learning i n a mother-tongue environment have shown that teacher/student interact ion can be observed, studied, described and ultimately improved. This article will trace the continuing evolution of a peer-pairing classroo m observational project involving four French second language instruct ors at York University. By submitting one's teaching to extensive self - and peer-evaluation,this mode of enquiry provides a powerful tool fo r understanding the complexity of second language teaching and learnin g processes.