Interaction has received attention in different fields of applied linguistics. In the field of Second Language Acquisition (SLA), scholars have perceived interaction as a platform where L2 learners can engage in language experimentation. It has been considered in light of Long's (1981) Interaction Hypothesis, which posits that negotiation of…

This article examines how second language (L2) interactional competence is manifested in students' use of "and"-prefaced turns when doing meaning-focused oral tasks in pairs and small groups. Drawing on video recordings from English-as-a-foreign-language upper-secondary classes recorded in Czechia and Finland, 86 sequences involving…

Online learning environments are challenging for deaf and hard of hearing (DHH) individuals. A major concern is split attention, which occurs when one simultaneously attends to multiple stimuli, a situation that characterizes most multimedia presentations and instruction that combines sound, text, images, graphs or charts, and video. Needing to…

Blended learning, also known as hybrid learning, blends traditional modes of education with online learning to provide tailored, diversified education to students. This study investigated the perception of faculty members and students about the existence of online classroom dynamics in university EFL classes. To collect data, 22 faculty members…

This article outlines a literature review of the current anglophone academic literature pertaining to plurilingualism. We summarize 24 of the most pertinent articles in terms of resistance to the adoption of plurilingual pedagogy; key factors in changing attitudes toward the approach; identified classroom options; and implications for teacher…

Within the context of schooling, conceptions of literacy are increasingly being associated with the capacity for learners to engage in disciplinary meaning making through face-to-face deliberation and dialogue. In this commentary, the author explores how a conversational infrastructure--meaning routines for talk, norms, scaffolds, and a repertoire…

Interest in reflective practices, within the broader framework of teachers' professional knowledge, has been ongoing in educational research for the past few decades. The idea from which reflection itself stems is that of teachers' agency in their own professional development. The initial positivist approach viewed the relationships between…

This study explores how academics create safe spaces in university classrooms to engage in dialogue about education protest actions in South Africa. Utilising the research methodology of narrative inquiry and the theoretical framework of Pedagogy of Compassion, this paper explores how academics reflect on their responses to change and protest…

Drawing on Robin Alexander's theory and method of 'Dialogic Teaching', this paper engages with debates about the need to reconceptualise the teaching of sexuality education. By exploring the complexities of educating about sex and sexuality it calls for attention to be paid to the how patterns of talk may function to open up spaces for more robust…

In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable…

Prior research across disciplines has established the value of dialogic, whole-class discussions. Previous studies have often defined discussions in opposition to the notorious triadic pattern called recitation, or IRE/F, focusing on variations to the teacher's initiating question or evaluative follow-up on students' responses. Recent scholarship…

Research has documented that mathematics teachers rarely use communicative activities; activities that allow for the sharing of ideas and clarification of understandings (NCTM, 2000). Teacher metacognitive awareness provides a possible framework for understanding the difficulties secondary mathematics teachers face when attempting to incorporate…

A new methodology is proposed for qualitative discourse analysis (QDA) aimed at gaining enhanced insights into learning possibilities and indicators that arise during classroom group discussions. The constitution of this new methodology has two principle components: a discourse analysis approach that aims to identify the relationships between…

Racial tensions have been part of the landscape on college campuses since before the Civil Rights Movement. Not only was racism experienced on college campuses, but spaces were not created for conversations about these tensions. Dialogue in the classroom is needed, especially with the increasing diversity of college students. Dialogue skills are…

Chemish - the scientific language of chemistry - is crucial for learning chemistry. To help students acquire the competencies to understand and use Chemish, chemistry teachers need to have a sound knowledge of teaching and learning Chemish: Pedagogical Scientific Language Knowledge (PSLK). But still, despite the importance of this knowledge, the…