Conversation Analysis and Language Teacher Education: Intervention Studies (Studies in Language Teacher Education, 1). Questo articolo non è disponibile.Conversation Analysis and Language Teacher Education: Intervention Studies (Studies in Language Teacher Education, 1)

Reconceptualizing intervention and change in conversation analytic perspectives, this volume not only illustrates actual, rather than imagined, ways of conducting CA-informed interventions in a variety of teacher-training contexts around the globe but also documents the impact of such interventions on teacher development.

 “The contributors to this volume have intentionally moved CA beyond a descriptive methodology to recognizing how CA-influenced decisions and procedures can, and do, result in productive changes in teachers’ interactional and instructional pedagogies.  A gift to the field of Language Teacher Education, this volume offers rich data-driven evidence of the material impact of engagement with CA on the professional development of language teachers.” (Karen E. Johnson, The Pennsylvania State University, USA)

 “The contributors illustrate how CA-based frameworks can help both pre-service and in-service language teachers sharpen their professional vision and enhance their pedagogical skills, making a compelling case for integrating CA into language teacher education while offering concrete guidance for developing teachers' interactional awareness and competence. This groundbreaking volume will be a key reading in both Applied Linguistics and TESOL programmes.” (Steve Mann, University of Warwick, UK)

 “Conversation Analysis (CA) should be an integral part of teacher-training programs. This plea is convincingly made in this new volume. After many years of CA studies of classroom interaction, it was only a matter of time before CA should enter teacher-training programs. The reports from the US, Sweden, Germany, Türkiye and Japan in this volume show that that time is now.” (Tom Koole, University of Groningen, The Netherlands)

 Olcay Sert is Professor of Language Education at Mälardalen University (Sweden). He is leading the Mälardalen INteraction & Didactics (MIND) Research Group and is the editor of Classroom Discourse.

 Hansun Zhang Waring is Professor of Linguistics and Education at Teachers College, Columbia University (USA) and founder of The Language and Social Interaction Working Group (LANSI).

Olcay Sert is Professor of English Language Education at Mälardalen University, Sweden. He is the editor of the journal Classroom Discourse, and the author of Social Interaction and L2 Classroom Discourse (2015), which was shortlisted for BAAL Book Prize 2016 and was a finalist for the American Association for Applied Linguistics first book award 2017. He co-edited, with Silvia Kunitz and Numa Markee, Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy (2021).

Hansun Zhang Waring is Professor of Linguistics and Education at Teachers College, Columbia University, USA, and founder of The Language and Social Interaction Working Group (LANSI). As an applied linguist and conversation analyst, Dr. Waring is the author of over 60 journal articles and book chapters in addition to 7 books on social interaction across a variety of contexts, including Theorizing Pedagogical Interaction:Insights from Conversation Analysis (2016), Discourse Analysis: The Questions Discourse Analysts Ask and How they Answer them (2018), and Communicating with the Public: Conversation Analytic Studies (2020; co-edited with E. Reddington).