In this article, the authors examine the fourth stage of their research into diversity in the language classroom, focusing specifically on the teacher perspective in planning for and managing diversity. The article discusses findings from a day with experienced Open Univeersity (OU) language teachers working together on lesson planning. It examines differentials in teacher sensitivity to diverse student needs, some participants demonstrating this as instinctive to their practice, others

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... g more development to lead them to new-found understandings. It investigates key issues underpinning differentials within a teacher group, including the conviction of teacher as expert, understanding of the nuances of diversity, and pedagogic expectations.