In this study, we analyse a 9-year-old child's argumentative participation in a group discussion, from a microgenetic development angle. Specifically, we follow one child through the discussion and analyse the development process, defined as changed participation and as interactionally contingent upon the other participants and the teacher. The…

While existing research into L2 classroom discourse has highlighted how knowledge and knowledge positions are negotiated, no attention seems to have been paid to what might be called "conceptual epistemic domains." Drawing on 22 hours of video-recorded data from Iranian EFL classrooms, our conversation analytic study illustrates how…

This study shows how learner initiatives are taken during classroom discussions where the teacher seeks to make room for subjectification. Using Conversation Analysis, subjectification can be observed when students take the freedom to express themselves as subjects through learner initiatives. Drawing on data from classroom discussions in language…

Research has demonstrated the important role of co-teacher communication and planning, but relatively little is understood about co-teacher interactions during the act of teaching itself and how these interactions relate to educators' positionings and ongoing identity development. This paper presents a case study of interaction between two…

Preliminaries are prefatory turns and sequences that are used to alert co-participants to the incipient social actions in talk-in-interaction. Using multimodal conversation analysis, this study examines the videorecordings of paired role play interactions in an L2 interactional competence (L2IC) assessment setting. We describe how the participants…