This qualitative study examines strategies used by children in a kindergarten dual language immersion (DLI) class, when enacting and negotiating intersecting social constructions such as ethnicity, social class, and bilingualism. Drawing on data collected during the 2017-2018 academic year, this paper uses an intersectional lens to describe the…

This article examines theoretical and methodological issues raised when Legitimation Code Theory (LCT) is used to investigate knowledge-building practices in online and face-to-face teaching environments where English is the medium of instruction (EMI) in non-Anglophone higher education (HE) contexts. The article introduces two dimensions of LCT,…

Preliminaries are prefatory turns and sequences that are used to alert co-participants to the incipient social actions in talk-in-interaction. Using multimodal conversation analysis, this study examines the videorecordings of paired role play interactions in an L2 interactional competence (L2IC) assessment setting. We describe how the participants…

Purpose: This study aims to examine the faculty perceptions of their competence and readiness for online teaching in Sarawak higher education (HE). Design/methodology/approach: A validated instrument, Faculty Readiness to Teach Online (Martin et al., 2019), was distributed to four main higher learning institutions in Sarawak, Malaysia, yielding…

Although community colleges are increasingly diverse, student outcomes across demographics are not necessarily equitable, nor does the representation of student demographics in a given class always reflect the diversity of the greater institutional student population. To achieve colleges' stated diversity and equity goals, we must broaden…

This study demonstrates how conversation analysis can illuminate the interactional practices through which the Present-Attention-Co-construction-Extension (PACE) approach to grammar instruction, which involves a guided, inductive co-construction of grammar rules with learners, is realized in the classroom. The data consist of three whole-class…

Willingness to communicate (WTC) is an important individual learner difference that can help account for varying rates of language-learning success across individuals. As learner talk is considered to be a key pedagogical activity, instructors and researchers often strive to identify and manipulate key variables that will increase and arouse a…

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal,…

A great deal of research on second language (L2) input has provided useful linguistic evidence for the development of generalizations about and hypotheses on the usage-based nature of L2 knowledge. However, despite the fact that classrooms are one of the most ubiquitous sites of L2 learning, we still know very little about the linguistic quality…

Class observations are as beneficial to teaching as peer review is to writing. Observations can help an instructor become aware of things they would not be able to notice on their own, as well as learn new strategies and ideas. In a nationwide survey that the author and her colleague conducted in 2015, class observations by a supervisor were rated…

Facilitating discussions is a key approach that science teachers use to engage students in scientific argumentation. However, learning how to facilitate argumentation-focused discussions is an ambitious teaching practice that can be difficult to learn how to do well, especially for preservice teachers (PSTs) who typically have limited…

Educational activities using microblogging co-located with face-to-face communication might promote productive classroom interactions. However, much depends on how teachers design those activities. This article explores how the educational design of an activity that uses microblogging engages lower secondary school students in classroom…

Teacher talk has been found to significantly affect children's early language development during shared book reading; however, the mechanism of such influence remains unclear. The current study has zoomed in on vocabulary development in Mandarin as a heritage language (HL) in Singapore kindergartens, 1) exploring the linguistic features (i.e.…

International studies of talk-intensive (or 'dialogic') pedagogies have demonstrated that children who experience academically challenging classroom discussion ('dialogue') make greater progress than their peers who have not had this experience. In England, gains in achievement have been greatest for pupils from less privileged socio-economic…

As children develop conversational skills such as taking turns and openly listening to ideas, they often experience conflicts and inequity within collaborative dialogue for learning. Previous research suggests that increasing children's awareness about their own behaviors during collaboration may help them adjust their behaviors and become better…