Goal: The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e.,…

English-medium instruction (EMI) programmes have been mushrooming in the last two decades as part of the internationalisation processes. However, the rapid implementation of EMI has outpaced research in many different areas, classroom interaction being one of them. Since classroom interaction is an indication of quality teaching, the analysis of…

English as a foreign language is no longer the sole object of specialized language classes, but increasingly a medium of university-level instruction in a range of content areas. This leads to a complex interaction between new academic content and the means of expressing this expertise through appropriate disciplinary language uses. Conceptually,…

As academic language skills develop, young learners are able to rise to the challenge of increasingly complex communication in increasingly formal settings (Snow, 2014; Uccelli et al., 2015). Studies suggest that CLIL contexts may favour the development of academic language skills (Dalton-Puffer, 2007; Nikula, 2007; Marsh, 2008; Pasqual Peña,…

In primary-level German writing instruction, spelling discussions (German: "Rechtschreibgespräche") have become a well-established interactional method of teaching orthography, prompting the children to exchange their hypotheses about orthographic features of written words. Focusing on spellings of ambisyllabic consonants, this…

Research on form focused instruction has provided support for the use of collaborative tasks in which learners focus their attention on formal aspects of language and consciously reflect on their own language use (i.e. produce language-related episodes or LREs). A strand of research on LREs in different educational contexts examines the effect of…

Drawing on recent conversation-analytic and socio-interactionist research on students' participation in L1 and L2 classroom interaction in teacher-fronted activities, this paper makes a step further by presenting an exploratory study of students' displays of willingness to participate (WTP) in classroom interaction and pedagogical activities…

This paper presents an analysis of teachers' questions and students' responses in content and language integrated learning (CLIL) classes of history. Through the combined application of genre theory and a typology of CLIL teacher academic questions, the study aims at contributing to the understanding of how CLIL students use the foreign language…

This article uses a conversation analysis methodology to examine how lexical Focus on Form is interactionally accomplished in teachers' vocabulary explanations in secondary Content and Language Integrated Learning (CLIL) classrooms. Recent conversation-analytic work has focused on the interactional organisation of vocabulary explanations in…

The main goal of this paper is to analyze adolescents' experiences when they play SimCity (EA, 2008), a commercial videogame, in an innovative learning environment designed around the concept of participatory culture. By using this video game in the classroom and machinima productions created in relation to the game, we sought to generate a…

Numerous studies hold that interaction has beneficial effects on second language acquisition among adults and children in second language contexts. However, data from children learning English as a foreign language are still unavailable. In order to fill this research niche, this study examines the conversational interactions of 8 pairs of young…

This article focuses on how issues of power and identity were negotiated when doing a critical sociolinguistic ethnography as a Spanish researcher in the Chinese educational context. Data come from fieldwork conducted in 3 different primary and secondary schools together in Zhejiang province, where inside- and outside-classroom…

This paper draws on Wenger's model of community of practice to present preliminary findings on how processes of negotiation of meaning and identity formation occur in knowledge construction, meaning-making and interaction in two secondary Content and Language Integrated Learning (CLIL) science classrooms. It uses a multimodal conversation analysis…

Lecture discourse has been conventionally known to be of a monological nature. However, lectures are more highly regarded if they allow for reciprocal discourse, especially for students of other languages who need help in understanding the content and in appropriating the language. In this paper, we will attempt a qualitative analysis of the…

This paper reports on a case study that was part of a 3-year longitudinal study about classroom discourse during a learning sequence related to environmental values and concepts. The lesson was planned and enacted by students in a fourth grade classroom during a field study. Whole class and small group classroom conversations and a field trip to a…