The interactional roles of smile and laughter have been widely explored in both institutional settings and mundane talk (e.g. Holt 2016; Potter and Hepburn 2010). However, the role of one specific kind of smile, what we call a 'squeezed-mouth smile' (SMS), remains unexamined. Using CA, this study explores one teacher's use of SMS in response to…

Prior research on classroom interaction has investigated how the teacher's feedback turn following students' responses can be used to transform students' turns into academic expressions during whole class discussions. Nevertheless, more empirical studies are needed to explore how teachers' translanguaging practices can play a role in shaping…

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…

Second language acquisition researchers have claimed that feedback provided during conversational interaction facilitates second language (L2) acquisition. A number of experimental studies have supported this claim, connecting interactional feedback with L2 development. Researchers have suggested that interactional feedback is associated with L2…

Reports on a pilot investigation of learner feedback and its effects on teacher/learner interactions, based on data collected from 12 ESL dyads and triads. Describes the methods used for data collection and data analysis, the latter involving classification of both learner feedback and teachers' post-feedback responses. (Author/ MES)

A study examined student responses to teacher-initiated questions in classrooms of English as a Second Language (ESL) and English as a Foreign Language (EFL). The study focused specifically on the similarities and differences in the questions asked by native-speaking (NS) teachers of ESL and by non-native-speaking (NNS) teachers of EFL, and to…

Examines Language development in mainstream education through analysis of the language demands made on bilingual pupils by tasks and interactions in subject classrooms and the responses pupils make to these demands. Argues that the samples analyzed demonstrate the potentially crucial role of contextual factors in the English language development…