Pursuing a ‘writeable’ response in L2 oral placement tests: examiners’ recipient design practices on the same topic with multiple test takers

Language education institutions world-wide regularly use Oral Placement Tests (OPTs) to diagnose test-takers’ second language (L2) accuracy and fluency to place them in the most appropriate class. ...

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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...

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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...

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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...

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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...

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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...

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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...

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Conversation analysis and language teacher education: Intervention studies

Published in Language and Education (Ahead of Print, 2025)

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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...

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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...

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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...

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Conversation analysis and language teacher education: Intervention studies

Published in Classroom Discourse (Ahead of Print, 2025)

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“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...

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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...

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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...

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Conversation Analysis and Language Teacher Education

This volume brings together studies that document practice-based changes in which conversation analysis plays a role.

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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...

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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’ …

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Classroom Discourse

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

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Partnering with AI in teacher education? Using an automatic question detection tool to reflect on classroom interaction

In this paper, I investigate a group of student-teachers’ insights into an artificial intelligence (AI)-powered automatic question-detection tool designed for reflective practice: Question Bot (QBo...

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Repairing problems of acceptability in pre-task interaction

In task-based language teaching methodology, one way to familiarise learners with the upcoming task is through question-and-answer sequences that target task-relevant topics. In such instances, lea...

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“Sit like princess/prince”: the making of neoliberal subjects in communication classrooms in the Philippines

This paper contributes to the scholarship on the neoliberalisation of higher education by examining how classroom discourse shapes neoliberal subjectivities. Drawing on Foucault’s concept of govern...

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Laughter, failure talk, and the sensitive nature of negative feedback

This study investigates the role of laughter in video-recorded interactions between instructors and students during post-simulation debriefing in maritime education, focusing on how the sensitive n...

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Oral corrective feedback and learner uptake: an analysis of Chinese high-school teachers’ practices in a national teaching competition

Given the important role of oral corrective feedback (OCF) in language-learning classrooms, understanding its application in specific contexts is crucial for improving pedagogical practices. The no...

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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...

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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...

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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...

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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...

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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...

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