Abstract
This issue has four articles. Maria del Pilar Garcia Mayo and Teresa Pica in "Is the EFL Environment a Language Learning Environment?" address the question of whether the English-as-a-foreign-language (EFL) classroom is an environment that promotes input, feedback, and the production of output that is necessary for successful second language learning. Anne Pomerantz in "Interviews and Identity: A Critical Discourse Perspective," examines how participants in an interview use different linguistic and social resources in order to construct multiple, complex self-representations. Melisa Cahnmann in "Rhythm and Resource: Repetition as a Linguistic Style in an Urban Elementary Classroom" analyzes a Puerto Rican teacher who uses repetition and discourse styles that have African and African American roots to control classroom behavior and talk, better teach the curriculum, and critique the use of standard English in her classroom. Mollie Blackburn and Deborah Stern in "Analyzing the Role of the Vernacular in Student Writing: A Social Literacies Approach" utilize a social literacies perspective to analyze a rap written by a high school student, and suggest that teachers and researchers could better understand students' literacy practices by using insights that students have about different types of written work. Tables, diagrams and references appear as appropriate in each article. (KFT)