Navigating grammar explanations in online pedagogical interaction: a sequential account Research on grammar pedagogy has shed much light on the effectiveness of different types of instruction (e.g. explicit vs. implicit, focus on form vs. focus on forms, etc.), but how grammar is expl...

New article out! Navigating grammar explanations in online pedagogical interaction: a sequential account (by Mark Romig) www.tandfonline.com/doi/full/10.... @lansi2024.bsky.social @teacherscollege.bsky.social

An exploratory study on secondary teachers’ conceptualisation of the cognitive discourse function ‘define’ and its scaffolding in classroom interaction This exploratory study examines how content and language teachers conceptualise the cognitive discourse function (CDF) define, and presents the scaffolding strategies they propose to overcome poten...

New article out! An exploratory study on secondary teachers’ conceptualisation of the cognitive discourse function ‘define’ and its scaffolding in classroom interaction (by Eneritz Garro Larrañaga, Amaia Lersundi & Karmele Perez-Lizarralde) www.tandfonline.com/doi/full/10....

Participation and language learning opportunities: a case study of two adult Iranian English learners from a positioning theory perspective This study explores the influence of classroom positioning practices on learner participation and their access to learning opportunities in an English as a Foreign Language (EFL) setting. Drawing o...

New article out! Participation and language learning opportunities: a case study of two adult Iranian English learners from a positioning theory perspective (by Fateme Salehi-Amiri & Mohammad R. Hashemi) www.tandfonline.com/doi/full/10....

Storytelling in history classrooms: moving through historical empathy and analysis This study investigates how oral storytelling in history classrooms can foster historical understanding by engaging students both emotionally and analytically. Drawing on classroom observations and...

New #openaccess article out! Storytelling in history classrooms: moving through historical empathy and analysis (by Björn Kindenberg) www.tandfonline.com/doi/full/10....

Designing and negotiating proposals in collaborative storytelling: interactional organisation of decision-making among autistic and non-autistic students This study investigates how a group of three fifth-grade students – one autistic and two non-autistic – collaboratively create a fictional story through proposals and joint decisions. The video-rec...

New article out! Designing and negotiating proposals in collaborative storytelling: interactional organisation of decision-making among autistic and non-autistic students (by Anniina Kämäräinen, Katja Dindar, Eija Kärnä & Anni Kilpiä) www.tandfonline.com/doi/full/10....

Phonemic handshape isolation in ASL vocabulary instruction With the growing body of sign language research across linguistic fields, there remains a sizeable gap in the area of cross-modality sign language instruction, particularly in the field of conversa...

New article out! Phonemic handshape isolation in American Sign Language #ASL vocabulary instruction, by Alyson Horan @lansi2024.bsky.social @teacherscollege.bsky.social www.tandfonline.com/doi/full/10....

Conversation analysis and language teacher education: Intervention studies Published in Language and Education (Ahead of Print, 2025)

A review of our book "Conversation analysis and language teacher education: Intervention studies" (with Prof Hansun Waring, @teacherscollege.bsky.social ) is now out in Language and Education! www.tandfonline.com/doi/full/10....

Building affiliation in the L2 classroom: the role of side sequences Previous conversation analytic (CA) studies have explored how affiliation is created in L2 classrooms. This study adds to the research by documenting the opportunities for creating affiliative mome...

The final article of the new issue, by Tianfang Wang and her colleagues, is on the role of side sequences in building affiliation in the L2 classroom www.tandfonline.com/doi/full/10....

Online intercultural exchange in language teacher education: interactional resources for topic transition Topic management is under-explored in language learning, teaching and testing settings. It may pose particular challenges in online intercultural exchanges (OIE) or virtual exchange (VE) because of...

The 4th article, by Müge Satar and Betül Ç,menli Olcars, is on interactional resources for topic transition during online intercultural exchange in a language teacher education context www.tandfonline.com/doi/full/10.... 👇

Dialogic interaction between young writers: spontaneous vs. structured collaboration The aim of this study was to compare different collaborative (spontaneous and structured) story writing practices in a sample of 50 sixth graders students (11–12 years old). For the spontaneous syn...

In the 3rd article, M. Montanero et al. investigate spontaneous vs. structured collaboration in dialogic interaction between young writers www.tandfonline.com/doi/full/10.... 👇

Less talk, more action? Exploring proficiency scores and embodied resources in online L2 interactions This mixed-methods study explores Embodied Resources (ERs) in an online, triadic task involving 52 candidates within the Common European Framework of Reference for Languages (CEFR) B2˗C1 range of l...

The second article, by Nicholas Glasson & Katherine Halley, explores proficiency scores and embodied resources in online L2 interactions www.tandfonline.com/doi/full/10.... 👇

Pursuing student response through incomplete syntax, prosody, bodily- and visuo-orthographical resources in Chinese-as-a-second-language classrooms This study investigates how teachers use designedly incomplete utterances (DIUs) and other multimodal resources to pursue student responses to their questions to accomplish particular pedagogical t...

Volume 16, Issue 3 of Classroom Discourse is now out! The first article, by Xiaoyun Wang, Xiaoting Li & Shui Li, explores how teachers use DIUs & other multimodal resources to pursue student responses to their questions in Chinese as a second language classrooms www.tandfonline.com/doi/full/10.... 👇

Oral interaction patterns in work-related activities in teaching and interviews for language practice placements: L2 teaching for adults in Sweden This study explores oral interaction in work-related activities within adult second-language (L2) education in Sweden, specifically in the context of Swedish for Immigrants (SFI). Drawing on data f...

New #openaccess article out! Oral interaction patterns in work-related activities in teaching and interviews for language practice placements: L2 teaching for adults in Sweden (by Robert Walldén & Åsa Wedin) www.tandfonline.com/doi/full/10....

Children’s multilingual sensemaking practices: an analysis of small-group intercomprehension activities This paper presents a study conducted in an Italian primary school involving 21 students exposed to multilingual pedagogies for 5 years. The multilingual class represents nine languages in addition...

New article out! Children’s multilingual sensemaking practices: an analysis of small-group intercomprehension activities (by Chiara Facciani) www.tandfonline.com/doi/full/10....

Conversation analysis and language teacher education: Intervention studies Published in Classroom Discourse (Ahead of Print, 2025)

A review (by Eunseok Ro) of "Conversation analysis and language teacher education: Intervention studies" (eds. Olcay Sert and Hansun Zhang Waring) is now out! www.tandfonline.com/doi/full/10..... @sertolcay.bsky.social @lansi2024.bsky.social #intervention #EMCA #classroom #teacher #education

“Huh?” “Good!”: teaching conversational repair in introductory L2 classrooms Over the past decade, a growing effort has been made toward the practical application of findings and insights from Conversation Analysis (CA) in second language (L2) teaching, with the goal of bet...

New #openaccess article! “Huh?” “Good!”: teaching conversational repair in introductory #L2 classrooms (by Michiko Kaneyasu, University of California) www.tandfonline.com/doi/full/10....

Pre-service teachers´ interaction with students manifested in speech turns– a case study of interaction and acoustic analyses In the classroom, teacher-student interaction has a vital role in learning. Interaction is constructed by interpersonal communication consisting of verbal and non-verbal communication. When analysi...

New #openaccess article out! Pre-service #teachers´ interaction with students manifested in speech turns– a case study of #interaction and #acoustic analyses (by Kati Järvinen, Anna-Leena Kähkönen, Pasi Nieminen & Terhi Mäntylä - University of Jyväskylä) www.tandfonline.com/doi/full/10....

Implications of materials use in a shop encounter roleplay in Finnish as an L2 classroom interaction – a comparison of two types of task materials This study uses multimodal conversation analysis to examine the influence of learning materials on a second language classroom task interaction. The data comes from tasks where beginner-level adult...

New #openaccess article out in Classroom Discourse! Implications of #materials use in a shop encounter #roleplay in #Finnish as an #L2 #classroom #interaction – a comparison of two types of task materials (by Katriina Rantala, University of Oulu, Finland) www.tandfonline.com/doi/full/10....

Conversation Analysis and Language Teacher Education This volume brings together studies that document practice-based changes in which conversation analysis plays a role.

Our edited volume (w/ Hansun Waring, Teachers College, Columbia University) "Conversation Analysis and Language Teacher Education: Intervention Studies" is now out! link.springer.com/book/10.1007... #CA #EMCA #teachereducation #teaching #interaction #classroom

Forms of becoming: elementary students’ self-positioning in writing This paper investigates 15 elementary aged children’s self-positioning in writing. To this purpose, we examine how children perceive and represent themselves through their engagement with writing r...

New article out in Classroom Discourse!: "Forms of becoming: elementary students’ self-positioning in writing" (by Maryam Khosronejad, Mary Ryan & Lauren Alexandra Weber). www.tandfonline.com/doi/full/10....

Teachers’ responses in student-initiated question sequences during between-desk interactions in EFL project work A defining feature of project-based English-as-a-foreign-language (EFL) classrooms is teachers’ routine circulation between desks to answer students’ …

A new #openaccess article, published in Linguistics and Education, by our researchers @marwaamri.bsky.social & @sertolcay.bsky.social: "Teachers’ responses in student-initiated question sequences during between-desk interactions in #EFL project work" www.sciencedirect.com/science/arti... #CA

Ways to analyse classroom interaction: commentary to the special issue Published in Classroom Discourse (Vol. 16, No. 2, 2025)

The special issue is concluded by Jan Berenst and Marjolein Deunk's with their insightful commentary: doi.org/10.1080/1946... /8.

Using T-pattern analysis to map classroom interactions: a case study of student and teacher learning-orientation The identification of the recurrent patterns of interaction is a window to understanding the patterning of social behaviour, and as such, it is the target of many quantitative and qualitative analy...

In the sixth study published in the special issue, Naomi de Ruiter & Mayra Mascareño Lara focus on the use of T-pattern analysis to map classroom interactions: doi.org/10.1080/1946... /7 👇

Using state space grids for analysing teacher–student interaction in an intervention: The complex dynamics of teaching for musical creativity This paper highlights the use of State Space Grids (SSGs) for studying real-time classroom discourse in an intervention targeting professional development. State Space Grid analysis is both a power...

In the fifth article, Linda Hendriks, Elisa Kupers, Henderien Steenbeek, Evert Bisschop Boele & Paul van Geert walk the readers through the use of state space grids for analysing teacher–student interaction: doi.org/10.1080/1946... /6 👇

The application of orbital decomposition analysis to study the dynamic quality of teacher–teacher interactions Moment-to-moment educational interactions affect longer-term outcomes of those involved in those interactions. In the present study, we illustrate with two cases of teacher–teacher interactions how...

The fourth article in the issue, co-authored by Heleen (Helena) Pennings, Marloes Hendrickx, Marieke Thurlings & Perry den Brok, illustrates the application of orbital decomposition analysis to study the dynamic quality of teacher–teacher interactions: doi.org/10.1080/1946... /5 👇

Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework Multimodal interactions that incorporate technology use can support rich new forms of educational dialogue that highlight differences between participants’ perspectives and make reasoning processes...

In the third article, Sara Hennessy presents Tech-SEDA, "a systematic, research-informed and practical tool for analysing verbal and nonverbal dialogic communication at the micro- or meso- level across diverse educational settings": doi.org/10.1080/1946... /4 👇

Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction This article presents a case study of a student-teacher’s change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her p...

The second article in the issue co-authored by OlcaySert Annaliina Gynne & Maria Larsson unpacks how Discursive Timeline Analysis can be deployed to document teacher-learning over-time, using data from classrooms, post observation conferences and written reflections doi.org/10.1080/1946... /3 👇

Applying conversation analysis to classroom interactions: students’ ‘oh’-prefaced utterances and the interactional management of explanations This study serves as an example of Conversation Analytic (CA) research with a focus on the interactional management of learning in classroom interactions, while simultaneously illustrating the seve...

In the first article, Myrte Gosen, Annerose Willemsen & Frans Hiddink showcase the use of Conversation Analysis to analyse classroom interaction, with a focus on students’ ‘oh’-prefaced utterances and the interactional management of explanations doi.org/10.1080/1946... /2 👇

Exploring the methodological breadth of research on educational interactions: introduction to the special issue The study of how discourse, learning and classroom activity are shaped in interaction, can be approached through various theoretical and methodological lenses. Different families of approaches have...

The issue opens with an introduction by the special issue editors Tom Koole, Elisa Kupers & Mayra Mascareño Lara: Exploring the methodological breadth of research on educational interactions doi.org/10.1080/1946... /1 👇

Classroom Discourse Analyzing educational interactions: exploring the methodological breadth. Volume 16, Issue 2 of Classroom Discourse

A new SI of Classroom Discourse is now out!:"Analyzing educational interactions: exploring the methodological breadth" www.tandfonline.com/toc/rcdi20/1.... The issue features qualitative &quantitative studies that showcase methodologies & the use of empirical data to analyse classroom discourse /0👇