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Book Review

The practical nature of L2 teaching: a conversation analytic perspective

by Joan Kelly Hall, Yingliang He, and Su Yin Khor, New York, Routledge, 2024, x + 310 pp., £34.99/$44.99 (paperback), ISBN: 9781032235103

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References

  • Amri, M., and O. Sert. 2022. “Establishing Understanding During Student-Initiated Between-Desk Instructions in Project Work.” Cambridge Journal of Education 52 (6): 667–689. https://doi.org/10.1080/0305764X.2022.2047890.
  • Glisan, E., and R. Donato. 2017. Enacting the Work of Language Instruction: High-Leverage Teaching Practices. Alexandria, VA: ACTFL.
  • Hall, J. K., and S. D. Looney. 2019. The Embodied Work of Teaching. Bristol: Multilingual Matters.
  • Johnson, K. E. 2006. “The Sociocultural Turn and Its Challenges for Second Language Teacher Education.” TESOL Quarterly 40 (1): 235–257. https://doi.org/10.2307/40264518.
  • Markee, N. P. 1995. “Teachers’ Answers to Students’ Questions: Problematizing the Issue of Making Meaning.” Issues in Applied Linguistics 6 (2): 63–92. https://doi.org/10.5070/L462005218.
  • Mondada, L. 2014. “The Local Constitution of Multimodal Resources for Social Interaction.” Journal of Pragmatics 65:137–156. https://doi.org/10.1016/j.pragma.2014.04.004.
  • Schön, D. A. 1983. The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.
  • Sert, O. 2015. Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press.
  • Sert, O. 2019. “Classroom Interaction and Language Teacher Education.” In The Routledge Handbook of English Language Teacher Education, edited by S. Walsh and S. Mann, 216–238. New York: Routledge.
  • Sert, O.2021. “Transforming CA findings into future L2 teaching practices: Challenges and prospects for teacher education.” In Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy, edited by S. Kunitz, N. Markee, and O. Sert, 259–279. Cham: Springer.
  • Sert, O., A. Gynne, and M. Larsson 2024. “Developing Student-Teachers’ Interactional Competence Through Video-Enhanced Reflection: A Discursive Timeline Analysis of Negative Evaluation in Classroom Interaction.” Classroom Discourse (Special Issue: Analyzing Educational Interactions- Exploring the Methodological Breadth). https://doi.org/10.1080/19463014.2024.2337184.
  • St. John, O., and J. Cromdal. 2016. “Crafting Instructions Collaboratively: Student Questions and Dual Addressivity in Classroom Task Instructions.” Discourse processes 53 (4): 252–279. https://doi.org/10.1080/0163853X.2015.1038128.
  • Walsh, S. 2011. Exploring Classroom Discourse: Language in Action. London: Routledge.
  • Walsh, S. 2013. Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press.
  • Waring, H. Z., and S. C. Creider. 2021. Micro-Reflection on Classroom Communication: A FAB Framework. UK: Equinox Publishing.

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