During recent old ages, teacher larning has gained much attending of principals and school leaders. In many instances schools leaders ‘ effort has been to supply an environment in which the instructors feel supported and accordingly learn efficaciously in their categories. Fuller and Unwin ( 2006 ) have categorized schools ‘ acquisition environments, as either restrictive or expansive in respect to their nature of societal interactions. Concentrating on the impressions introduced by Fuller and Unwin ( 2006 ) , in this paper I analyze these two acquisition environments in an Persian bilingual school, in which Persian and English are the media of direction, through the lens of activity theory. Kutti ( 1996 ) defines activity theory as “ a philosophical and cross-disciplinary model for analyzing different signifiers of human patterns as development procedures, both single and societal degrees interlinked at the same clip †( p. 23 ) .
