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…

The purpose of this article is to elucidate how a student teacher in Norwegian Early Childhood Education is enabled to relate practical experiences to theoretical concepts in conversations with a practicum teacher. We aim to demonstrate how the teacher and the student actually employ theoretical concepts during a practicum. The methodological…

In this paper, we examine higher education instructor preferences for forms of address from students. We share qualitative and quantitative analysis of data from a large survey of higher education instructors, considered across a range of demographic and contextual factors. Through the lens of Positioning Theory, our work demonstrates the ways in…

In conversation, "uptake" happens when a speaker builds on the contribution of their interlocutor by, for example, acknowledging, repeating or reformulating what they have said. In education, teachers' uptake of student contributions has been linked to higher student achievement. Yet measuring and improving teachers' uptake at scale is…

The mentor-preservice teacher hierarchy, that privileges mentor teacher talk and experience, often dominates mentor-preservice conversations. To realize the full potential of teacher education approaches designed to engage preservice and mentor teachers together in shared learning and teaching tasks, attention is needed to better understand the…

The specific focus of this article is how critical aspects of the object of learning to weld are made relevant in interaction between a vocational teacher and a student in the learning processes of welding as part of a Swedish upper-secondary technical vocational education programme. By intertwining variation theory with a conversation analytical…

Background and Context: Researchers and practitioners have begun to incorporate collaboration in programming because of its reported instructional and professional benefits. However, younger students need guidance on how to collaborate in environments that require substantial interpersonal interaction and negotiation. Previous research indicates…

This investigation uses conversation analysis (CA) to document, in very close detail, how participants-in-interaction manage and organize repair practices in moments when linguistic repair becomes conditionally relevant in conversational or 'chatting' phases of online dyadic L2-learning interactions between a tutor and tutee. Specifically, this…

Discourse markers (DMs) as linguistic devices have a significant role in the coherence of conversation--a speakers' fluency. With the growing use of English worldwide, it is of great importance to focus on DMs as an essential part of communication which provides discourse coherence. This study was conducted to develop a description of spoken…

From a discourse analytic approach, this study examines suggestion-response episodes in office hour interactions. The theoretical framework of relational work broadly informs the study. A total of thirty-eight office hour interactions constitute the primary data source, and the participants are 3 international instructors and their 34 Turkish…

Mathematics teachers develop understandings about instruction across multiple settings, such as classrooms, workshops, and professional learning communities. When teacher teams collaborate, their prior teaching and learning experiences meaningfully inform their sensemaking. However, current research does not explicitly link teacher conversations…

Our study examines interpersonal functions enacted through a stance marker in spoken ELF academic discourse. We specifically focus on investigating the functions of "I don't know" in an academic speech event by embracing an interpersonal pragmatics and sociolinguistics perspective to figure out how it contributes to the act of…

Purpose: The purpose of this paper is to investigate whether race-specific language use can advance organizational learning about the racialized nature of school problems. The study addressed two questions: first, is teacher use of racial language associated with how they frame school discipline problems during conversational exchanges? Second,…

Drawing on conversation analysis (CA), this study examines reported thought (e.g., "you're like 'do I really have to do that?'") and its function in writing center talk. Previous related studies, which are informed by Goffman's (1981) notion of footing, have demonstrated how reported thought (RT) is a resource for modeling undesirable…

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,…