<span>'Blogging' - a contraction of the term 'web logging' - is perhaps best described as a form of micro-publishing. Easy to use, from any Internet connection point, blogging has become firmly established as a web based communications tool. The blogging phenomenon has evolved from its early origin as a medium for the publication of simple, online personal diaries, to the latest disruptive technology, the 'killer app' that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Hiler, 2003). Many blogs have large and dedicated readerships, and blog clusters have formed linking fellow bloggers in accordance with their common interests.</span><p>This paper explores the potential of blogs as learning spaces for students in the higher education sector. It refers to the nascent literature on the subject, explores methods for using blogs for educational purposes in university courses (eg. Harvard Law School), and records the experience of the Brisbane Graduate School of Business at Queensland University of Technology, with its 'MBA blog'. The paper concludes that blogging has the potential to be a transformational technology for teaching and learning.</p>

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A sociolinguistic analysis of language use among preschool chil dren in a bilingual English/Hebrew bilingual classroom was con ducted to examine the effects of teacher background (U.S. or Israeli born/educated) while interacting with children from bilingual or monolingual backgrounds and teacher's participation (presence or absence) in classroom context. The results suggest that the bilingual (Israeli) teacher had a different interactive style than the American teacher. Children interacted differentially with each teacher and, as a result, varied both their speech and their involvement. The children's backgrounds also influence their language use patterns in the small peer group interaction context with the teacher absent. BACKGROUND

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