Making sense of making: bringing a design and making project to school

2024-8-22

Examining authorial agency in elementary children’s narratives

2024-7-11

Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework

2024-7-5

The embodied nature of students’ engagement and participation during a total physical response activity

2024-7-3

Collaborative character searches in L2 Chinese peer writing: sequential design and object affordances

2024-5-27

Pursuing student response through incomplete syntax, prosody, bodily- and visuo-orthographical resources in Chinese-as-a-second-language classrooms

2024-5-13

Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction

2024-5-8

Constructing moments of insight: accounting for learning in classroom discussions on narrative fiction reading

2024-4-17

The practical nature of L2 teaching: a conversation analytic perspective <b>The practical nature of L2 teaching: a conversation analytic perspective</b> , by Joan Kelly Hall, Yingliang He, and Su Yin Khor, New York, Routledge, 2024, x + 310 pp., £34.99/$44.99 (paperback), ISBN: 9781032235103

2024-4-4

Arguing with objects and bodies: embodied reasoning and material entanglements in science learner interaction

2024-4-3

Teaching vocabulary through invoking conceptually accessible epistemic domains

2024-4-2

Aided-speaking students’ unsolicited questions in teacher-fronted classroom talk: the use of speech-generating devices to ask questions

2024-3-18

A multi-faceted view of engagement with language: a study with young EFL learners working on a collaborative writing task

2024-3-11

Exploring language alternation and participation in an ‘in-between learning scenario’: a case study of a WhatsApp chat with secondary students of English

2024-2-23

<i>Doing language testing</i> : learner-initiated side sequences in a technology-mediated language learning environment

2024-2-20

Teacher’s squeezed-mouth smile as a practice for managing affiliation in L2 classrooms

2024-2-6

Multimodal blame attributions in technology-supported peer interaction

2024-1-12

Highlighting as a referential and collaborative practice in multiparty video-mediated learning activities

2023-10-18

Microgenetic development of a primary school child’s argumentative participation in a small-group discussion

2023-10-15

Conversation analysis and classroom management: an investigation into L2 teachers’ interrogative reproaches <b>Conversation analysis and classroom management: an investigation into L2 teachers’ interrogative reproaches</b> , by Revert Klattenberg, Berlin and Heidelberg, J.B. Metzler, 2021, xxvi + 513 pp., €106.99 (eBook), ISBN 978-3-662-64681-6; €85.59 (eBook), ISBN 978-3-662-64682-3, https://doi.org/10.1007/978-3-662-64682-3

2023-9-26

Preliminaries in paired role play L2 interactional competence assessment tasks

2023-8-13

Interactional role negotiation among co-facilitators in an online design workshop

2023-8-9

A multimodal perspective on adult learners’ vocabulary explanations in the beginner-level L2 classroom

2023-6-22

‘I like the song and nice video’: a pupil-led activity in the young learner EFL classroom with implications for pedagogy

2023-5-23

Exploring argumentative strategies in student-teacher partnerships: patterns of deliberative communication

2023-4-10

Inclusive third-turn repeats: managing or constraining students’ epistemic status?

2023-3-29

Classroom discourse competence: current issues in language teaching and teacher education <b>Classroom discourse competence: current issues in language teaching and teacher education</b> , edited by Katrin Thomson, Tübingen, Narr Francke Attempto Verlag, 2022, 279 pp., € 49 (softcover), ISBN: 978-3-8233-8374-1

2022-12-13

Taking learner initiatives within classroom discussions with room for subjectification

2022-11-7

Student-initiated storytelling in classroom interaction

2022-8-10

Collaborative turn construction in paired speaking tests across different proficiency levels

2022-8-9

‘Yes? I have no idea’: teacher turns containing epistemic disclaimers in upper primary school whole-class discussions

2022-8-5

Documenting oral feedback discourse during formal formative reading assessment with an emergent bilingual student

2022-7-26

Creating space for translingual sensemaking: a critical discourse analysis of teacher translanguaging during small-group reading

2022-7-6

‘It’s not her, it’s hen’ – situated classroom use of the Swedish gender-neutral pronoun <i>hen</i>

2022-7-6

Managing students’ insufficient answers in oral examinations

2022-7-6

Chinese whispers: international Chinese students’ language practices in an anglophone Higher Education context

2022-7-1

Teachers’ responsiveness to students’ gestured candidate responses in whole-class STEM interactions

2022-6-28

“It can be a bit tricky”: negotiating disciplinary language in and out of context in civics classrooms

2022-6-24

Dialogic validation: a discourse analysis for conceptual development within dialogic classroom interaction

2022-6-8

In the blink of an eye: understanding teachers’ relational competence from a micro-sociological perspective

2022-5-31

Pre-Service teachers’ management of student-initiated word searches in an EFL classroom

2022-4-29

Translanguaging and power in academic writing discourse: the case of a Bangladeshi university

2022-4-29

Opportunities for second language learning in online search sequences during a computer-mediated tutoring session

2022-4-3

Coda: the interactional affordances and constraints of technology-rich teaching and learning environments

2022-4-3

Interactional practices in technology-rich L2 environments in and beyond the physical borders of the classroom

2022-4-3

‘We should google that’: the dynamics of knowledge-in-interaction in an online student meeting

2022-4-3

The design of requests by adult L2 users with emergent literacy

2022-3-23

Using online translation tools in computer-assisted collaborative EFL writing

2022-3-15

Focusing on content or strategies? Enactment of reading strategies in discussions about science texts

2022-2-24

Pre-service language teachers’ resistance to teacher trainer advice on task design for video-mediated L2 interaction

2022-2-9