Conversations between an adult and a child are effective ways to promote language and vocabulary development in young children. Considerable attention has been paid to teachers asking open-ended questions to promote conversations. However, the feedback that follows the question is also an important part of promoting back-and-forth dialogue, and…

Early childhood teachers attend professional development sessions, take college-level courses, or read articles, and will, at some point, be exposed to some concepts found in Vygotsky's (1986) cultural-historical theory of cognitive development as they are deeply embedded in education standards, professional standards, texts, and journals…

This study investigates how shared understanding is established during a rarely researched instructional and interactional context, namely teacher-student interactions during between-desk instructions (BDIs). Specifically, the authors focus on instructional interactions initiated by students during project-based language teaching in an…

Research Findings: Talking about emotions with their caregivers help young children develop emotional competence, and is particularly beneficial for children who display elevated externalizing behaviors. However, prior descriptive work has shown that teacher-child emotion talk in preschool classrooms is scarce. As children are spending increasing…

English for speakers of other languages (ESOL) classrooms for recently arrived immigrant English learners are important contexts to help students acquire language skills and adapt to the host country's social norms. In the United States, resources on how to help these learners navigate moral and cultural norms expected in the school system are…

While research suggests that interactive pedagogy drawing on students' ideas can improve learning outcomes, it has been found difficult to change mathematics classroom practice in this direction. The reasons for this difficulty remain poorly understood, hindering change at scale. This article focuses on the under-researched normative aspect of…

Classroom talk or verbal exchanges during lesson time play a central role in students' disciplinary understanding and intellectual development. It greatly influences not only what students learn but also how they learn it. Despite this, teachers can be unaware of teacher-student talk patterns and functions; thus, what is uttered during class time…

Children with a history of developmental language disorder (DLD) entering school are a challenge for classroom teachers. Teachers are often not very familiar with DLD, and language difficulties in school age children are often not obvious in context-supported everyday language. However, their language is still vulnerable. The teachers' way of…

In this study, we introduce new insights into prosodic analyses as an emerging method to study what happens in classrooms interactions. We claim that the prosodic aspects (features of speech such as intonation, volume and pace) of talk are important, but under-represented in the learning sciences. These prosodic aspects may be used to complement,…

This study aligns with the recent calls in L2 Willingness to Communicate (WTC) research that mark a shift from viewing WTC as a static, trait-like variable to a construct that is dynamic, fluid, and situational. To accomplish this aim, this study collected both interactional and interview data to examine the situational changes of an ESL learner's…

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners' development of interactional competence, the organization of teaching and testing practices, and…

This study examines an interactional view on teaching mathematics, whereby meaning is co-produced with the students through a process of negotiation. Further, teaching is viewed from a symbolic interactionism perspective, allowing the analysis to focus on the teacher's role in the negotiation of meaning. Using methods inspired by grounded theory,…

Interaction Analysis has been explored for the initiating topics, turn taking, and asking and answering questions in face-to-face learning environments during the last decades. This study investigated the form and sequence of the questions and answers in an asynchronous environment from a non-interventionist point of view. To conduct the research,…

In classroom settings, students' competence is regularly evaluated through a default practice named Initiation-Response-Feedback (IRF) or Initiation-Response-Evaluation (IRE). In the feedback or evaluation turn, the teacher normally uses acknowledgement tokens (such as uhm, yeah, okay). These tokens perform an active role of maintaining…

The contribution brings part of the research results on using interactive boards in teaching English at lower-secondary stage of elementary schools in the Czech Republic. The whole research focused on ways of using this modern device, on types of interaction and mainly tried to find out whether there is sufficient space for developing…