Adams, Raymond S., and David Chen. 1981. The Process of Educational Innovation: An International Perspective. London: Kogan Page/UNESCO Press.Google Scholar
Alegría de la Colina, Ana, and Maria del Pilar García Mayo. 2009. “Oral Interaction in Task-Based EFL Learning: The Use of the L1 as a Cognitive Tool.” International Review of Applied Linguistics 47: 325–345. DOI logo.Google Scholar
Alfonzetti, Giovanna. 1998. “The Conversational Dimension in Code-Switching Between Italian and Dialect in Sicily.” In Code-Switching in Conversation: Language, Interaction, and Identity, ed. by Peter Auer, 180–214. London: Routledge.Google Scholar
Alvarez-Caccamo, Celso. 1998. “From ‘Switching Code’ to ‘Code-switching’: Towards a Reconceptualisation of Communicative Codes.” In Code-switching in Conversation, ed. by Peter Auer, 29–48. London: Routledge.Google Scholar
Amir, Alia. 2013. “Self-policing in the English as a Foreign Language Classroom.” Novitas-ROYAL 7 (2): 84–105.Google Scholar
Amir, Alia, and Nigel Musk. 2013. “Language Policing: Micro-level Language Policy-in-process in the Foreign Language Classroom.” Classroom Discourse 4 (2): 151–167.DOI logoGoogle Scholar
. 2014. “Pupils Doing Language Policy: Micro-interactional Insights from the English as a Foreign Language Classroom.” Journal of Applied Language Studies 8 (2): 93–113.Google Scholar
Anderson, Terry, and Julie Shattuck. 2012. “Design-based Research: A Decade of Progress in Educational Research?Educational Researcher 41 (1): 16–25.DOI logoGoogle Scholar
Antaki, Charles. 2011. “Six Kinds of Applied Conversation Analysis”. In Applied Conversation Analysis: Intervention and Change in Institutional Talk, ed. by Charles Antaki, 1–14. Basingstoke, UK: Palgrave Macmillan.DOI logoGoogle Scholar
Antón, Marta. 2015. “Shifting Trends in the Assessment of Classroom Interaction.” In The Handbook of Classroom Discourse and Interaction, ed. by Numa Markee, 74–89. Oxford, UK: Wiley-Blackwell.Google Scholar
Antón, Marta, and Frederick DiCamilla. 1999. “Socio-cognitive Functions of L1 Collaborative Interaction in the L2 Classroom.” The Modern Language Journal 83: 233–247.DOI logoGoogle Scholar
Atkinson, David. 1993. Teaching Monolingual Classes. London: Longman.Google Scholar
Atkinson, J. Maxwell, and John Heritage (eds). 1984. Structures of Social Action. Cambridge, UK: Cambridge University Press.Google Scholar
Auer, Peter. 1984. Bilingual Conversation. Amsterdam/Philadelphia: John Benjamins Publishing Company.DOI logoGoogle Scholar
. 1988. “A Conversation Analytic Approach to Codeswitching and Transfer.” In Codeswitching: Anthropological and Sociolinguistic Perspectives, ed. by Monica Heller, 187–213. Berlin: Mouton de Gruyter, (Reprinted in Li Wei (ed). 2000. The Bilingualism Reader, 166–187. London: Routledge).DOI logoGoogle Scholar
. 1991. “Bilingualism in and as Social Action: A Sequential Approach to Code-switching.” European Science Foundation Papers for the Symposium on Code-switching in Bilingualism, 2: 319–352.Google Scholar
. 1992. “Introduction: John Gumperz’ Approach to Contextualization”. In The Contextualization of Language, ed. by Peter Auer and Aldo di Luzio, 1–37. Amsterdam: John Benjamins Publishing Company.DOI logoGoogle Scholar
. 1995. “The Pragmatics of Code-switching: A Sequential Approach.” In One Speaker Two Languages: Cross-disciplinary Perspectives on Code-switching, ed. by Lesley Milroy and Pieter Muysken, 115–135. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
. 1998. “Introduction: Bilingual Conversation Revisited.” In Code-switching in Conversation, ed. by Peter Auer, 1–28. London: Routledge.Google Scholar
. 1999. “From Codeswitching Via Language Mixing to Fused Lects: Toward a Dynamic Typology of Bilingual Speech.” International Journal of Bilingualism 3 (4): 309–332.DOI logoGoogle Scholar
. 2000a. “A Conversation-Analytic Approach to Code-Switching and Transfer.” In The Bilingualism Reader, ed. by Li Wei, 154–174. London: Routledge.Google Scholar
. 2000b. “Why Should We and How Can We Determine the “Base Language” of a Bilingual Conversation?Estudios de Sociolinguistica 1: 129–144.Google Scholar
Australian Professional Standards for Teachers. (n. d.) Australian Institute for Teaching and School Leadership (AITSL). [URL].
Bakhtin, Mikhail M. 1981. Dialogic Imagination: Four Essays, ed. by Michael Holquist. Austin, TX: University of Texas Press.Google Scholar
Baoueb, Lamia B. 2009. “Social Factors for Code-switching in Tunisian Business Companies: A Case Study.” Multilingua–Journal of Cross-Cultural and Interlanguage Communication 28 (4): 425–458.DOI logoGoogle Scholar
Barook, Anette. 2010. “Bilingual Children and Code-switching.” Doctoral thesis, Malmö University, Sweden. [URL].
Barraja-Rohan, Anne-Marie. 1997. “Teaching Conversation and Sociocultural Norms with Conversation Analysis.” Australian Review of Applied Linguistics, Series S 14: 71–88.DOI logoGoogle Scholar
. 2011. “Using Conversation Analysis in the Second Language Classroom to Teach Interactional Competence.” Language Teaching Research 15 (4): 479–507.DOI logoGoogle Scholar
Barraja-Rohan, Anne-Marie, and Ruth Pritchard. 1997. Beyond Talk: A Course in Communication and Conversation for Intermediate Adult Learners of English. Footscray, Vic: Western Melbourne Institute of TAFE.Google Scholar
Barske, Tobias. 2009. “Same Token, Different Actions: A Conversation Analytic Study of Social Roles, Embodied Actions, and Ok in German Business Meetings.” Journal for Business Communication: Special Issue on Meeting Talk 46 (1): 120–149.DOI logoGoogle Scholar
Barske, Tobias, and Andrea Golato. 2010. “German So: Managing Sequence and Action.” Text and Talk 30 (3): 245–266.DOI logoGoogle Scholar
Beach, Wayne A. 1993. “Transitional Regularities for ‘Casual’ “Okay” Usages.” Journal of Pragmatics 19: 325–352.DOI logoGoogle Scholar
1995. “Conversation Analysis: “Okay” as a Clue for Understanding Consequentiality.” In The Consequentiality of Communication, ed. by Stuart J. Sigman, 121–162. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Behan, Laurie, Miles Turnbull, and Jane Spek. 1997. “The Proficiency Gap in Late Immersion (Extended French): Language Use in Collaborative Tasks.” Le Journal de l’Immersion 20: 41–42.Google Scholar
Belhiah, Hassan. 2013. “Using the Hand to Choreograph Instruction: On the Functional Role of Gesture in Definition Talk.” The Modern Language Journal 97 (2): 417–434.DOI logoGoogle Scholar
Betz, Emma M., and Thorsten Huth. 2014. “Beyond Grammar: Teaching Interaction in the German Classroom.” Unterrichtspraxis/Teaching German 47 (2): 140–163.DOI logoGoogle Scholar
Björk-Willén, Polly, and Jakob Cromdal. 2009. “When Education Seeps into “Free Play”: How Preschool Children Accomplish Multilingual Education.” Journal of Pragmatics 8, 1493–1518. DOI logo.Google Scholar
Blom, Jan-Petter, and John J. Gumperz. 1972. “Social Meaning in Linguistic Structure: Code-switching in Norway.” In Directions in Sociolinguistics, ed. by John J. Gumperz and Dell Hymes, 407–434. New York, NY: Holt, Rinehart and Winston.Google Scholar
Bolden, Gallina. 2016. “A Simple Da? Affirming Responses to Polar Questions in Russian Conversation.” In Special Issue: Alignment and Affiliation in Responding Actions, ed. by Hiroko Tanaka, Seung-Hee Lee and Kang Kwong Luke, Journal of Pragmatics 100: 40–58.Google Scholar
Bonacina, Florence. 2010. “A Conversation Analytic Approach to Practised Language Policies: The Example of an Induction Classroom for Newly-arrived Immigrant Children in France.” Doctoral thesis, University of Edinburgh.Google Scholar
Bonacina-Pugh, Florence. 2012. “Researching ‘Practiced Language Policies’: Insights from Conversation Analysis.” Language Policy 11: 213–234.DOI logoGoogle Scholar
Bonacina, Florence, and Joseph Gafaranga. 2011. “‘Medium of Instruction’ vs. ‘Medium of Classroom Interaction’: Language Choice in a French Complementary School Classroom in Scotland.” International Journal of Bilingual Education and Bilingualism 14 (3): 319–334. DOI logo.Google Scholar
Borevi, Karin. 2002. “Välfärdsstaten i Det Mångkulturella Samhället [The Welfare State in Multicultural Society].” Acta Universitatis Upsaliensis, 151. Doctoral thesis, Statsvetenskapliga institutionen, Uppsala Universitet.Google Scholar
Bowles, Hugo. 2006. “Bridging the Gap Between Conversation Analysis and ESP – An Applied Study of the Opening Sequences of NS and NNS Service Telephone Calls.” English for Specific Purposes 25: 332–357.DOI logoGoogle Scholar
. 2012. “Analyzing Languages for Specific Purposes Discourse.” The Modern Language Journal 96: 42–58. DOI logo.Google Scholar
Bowles, Hugo, and Paul Seedhouse (eds). 2007. Conversation Analysis and Language for Specific Purposes. Bern, Switzerland: Peter Lang.Google Scholar
Boyd, Elizabeth, and John Heritage. 2006. “Taking the History: Questioning During Comprehensive History-taking.” In Communication in Medical Care, ed. by John Heritage and Douglas W. Maynard, 151–184. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Broner, Maggie A., and Diane J. Tedick. 2011. “Talking in the Fifth-grade Classroom: Language Use in an Early, Total Spanish Immersion Program.” In Immersion Education: Practices, Policies, Possibilities, ed. by Diane J. Tedick, Donna Christian and Tara W. Fortune, 166–187. Bristol, UK: Multilingual MattersGoogle Scholar
Brookhart, Susan M. 2009. Exploring Formative Assessment. USA: Association for Supervision and Curriculum Development.Google Scholar
Broth, Mathias, and Lorenza Mondada. 2013. “Walking Away: The Embodied Achievement of Activity Closings in Mobile Interaction.” Journal of Pragmatics 47 (1): 41–58.DOI logoGoogle Scholar
Brouwer, Catherine E. 2003. “Word Searches in NNS : NS Interaction: Opportunities for Language Learning?The Modern Language Journal 87 (4): 534–545.DOI logoGoogle Scholar
Burch, Alfred R. 2014. “Pursuing Information: A Conversation Analytic Perspective on Communication Strategies.” Language Learning 64: 651–684. DOI logo.Google Scholar
Burns, Anne. 2005. Collaborative Action Research for English Language Teachers. Cambridge, UK: Cambridge University Press.Google Scholar
Butzkamm, Wolfgang. 1998. “Code-switching in a Bilingual History Lesson: The Mother Tongue as a Conversational Lubricant.” International Journal of Bilingual Education and Bilingualism 1 (2): 81–89.DOI logoGoogle Scholar
Bygate, Martin, Peter Skehan, and Merrill Swain. 2001. Research Pedagogic Tasks: Second Language Learning, Teaching, and Testing. London: Longman.Google Scholar
Canagarajah, Suresch A. 1995. “Functions of Codeswitching in ESL Classrooms: Socialising Bilingualism in Jaffna.” Journal of Multilingual and Multicultural Development 16 (3): 173–195. DOI logo.Google Scholar
2002. Critical Academic Writing and Multilingual Students. Ann Arbor, MI: University of Michigan Press.DOI logoGoogle Scholar
Canagarajah, Suresh A. 2007. “Lingua Franca English, Multilingual Communities, and Language Acquisition.” The Modern Language Journal 91: 923–939.DOI logoGoogle Scholar
Carless, David R. 1999a. “Large-scale Curriculum Change in Hong Kong.” In Exploring Change in English Language Teaching, ed. by Chris Kennedy, Paul Doyle and Christine Goh, 19–28. Oxford, UK: Macmillan.Google Scholar
1999b. “Perspectives on the Cultural Appropriacy of Hong Kong’s Target-Oriented Curriculum (TOC) Initiative.” Language, Culture and Curriculum 12: 238–254.DOI logoGoogle Scholar
2004. “Issues in Teachers’ Reinterpretation of a Task-Based Innovation in Primary Schools.” TESOL Quarterly 38: 639–662.DOI logoGoogle Scholar
Carter, Ronald, and Michael McCarthy (eds). 1988. Vocabulary and Language Teaching. New York, NY: Longman.Google Scholar
Cenoz, Jasone, and Durk Gorter. 2011. “Focus on Multilinguals: A Study of Trilingual Writing.” The Modern Language Journal 95: 356–369.DOI logoGoogle Scholar
Chaudron, Craig. 1982. “Vocabulary Elaboration in Teachers’ Speech to L2 Learners.” Studies in Second Language Acquisition 4 (2): 170–180. DOI logo.Google Scholar
Cheng, Tsui-Ping. 2013. “Codeswitching and Participant Orientations in a Chinese as a Foreign Language Classroom.” The Modern Language Journal 97 (4): 869–886. DOI logo.Google Scholar
. 2014. “The Interactional Achievements of Repair and Correction in a Mandarin Language Classroom.” Chinese as a Second Language Research 3 (2): 175–200.DOI logoGoogle Scholar
. 2016. “Authentic L2 Interactions as Material for a Pragmatic Awareness-Raising Activity.” Language Awareness 25 (3): 159–178. DOI logo.Google Scholar
CHILDES (n. d.). [URL].
Clark, Brendan, and Karl Lindemalm. 2011. Språkskap. Swedish as a Social Language. Sweden: Folkuniversitetet & Interactive Institute.Google Scholar
Clyne, Michael. 1967. Transference and Triggering. The Hague: Nijhoff.Google Scholar
. 2003. Dynamics of Language Contact: English and Immigrant Languages. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Conteh, Jean. 2012. Teaching Bilingual and EAL Learners in Primary Schools. London: Learning Matters.Google Scholar
Cook, Vivian J. 2001. “Using the First Language in the Classroom.” Canadian Modern Language Review 57 (3): 402–423.DOI logoGoogle Scholar
2005. “Basing Teaching on the L2 User.” In Non-native Language Teachers: Perceptions, Challenges and Contributions to the Profession, ed. by Enric Llurda, 47–61. New York, NY: Springer.DOI logoGoogle Scholar
2006. “Interlanguage, Multi-competence and the Problem of the ‘Second’ Language.” Rivista di Psicolinguistica Applicata VI (3): 39–52.Google Scholar
Coulter, Jeff. 1989. Mind in Action. Atlantic Highlands, NJ: Humanities Press International.Google Scholar
Council of Europe. 2001. The Common European Framework Reference for Languages: Learning Teaching, Assessment. Cambridge, UK: Cambridge University Press.Google Scholar
Couper-Kuhlen, Elizabeth. 2007. “Assessing and Accounting.” In Reporting Talk: Reported Speech in Interaction, ed. by Elizabeth Holt and Rebecca Clift, 81–119. Cambridge, UK: Cambridge University Press.Google Scholar
. 2012. “Some Truths and Untruths About Final Intonation in Conversational Questions.” In Questions: Formal, Functional and Interactional Perspectives, ed. by Jan-Peter de Ruiter, 123–145. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Creese, Angela, and Adrian Blackledge. 2010. “Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?The Modern Language Journal 94 (1): 103–115.DOI logoGoogle Scholar
Creese, Angela, Adrian Blackledge, Taşkin Baraç, Arvind Bhatt, Shahela Hamid, Li Wei, Vally Lytra, Peter W. Martin, Chao-Jung Wu, and Dilek Yağcioğlu. 2011. “Separate and Flexible Bilingualism in Complementary Schools: Multiple Language Practices in Interrelationship.” Journal of Pragmatics 43 (5): 1196–1208. DOI logo.Google Scholar
Cromdal, Jakob. 2000. “Code-switching for all Practical Purposes: Bilingual Organization of Children’s Play.” Doctoral thesis, Linköping University.Google Scholar
. 2001. “ Can I be With?: Negotiating Play Entry in a Bilingual School.” Journal of Pragmatics 33 (4): 515–543. DOI logo.Google Scholar
. 2003. “The Creation and Administration of Social Relations in Bilingual Group Work.” Journal of Multilingual and Multicultural Development 24: 56–75.DOI logoGoogle Scholar
. 2004. “Building Bilingual Oppositions: Code-switching in Children’s Disputes.” Language in Society 33: 33–58.DOI logoGoogle Scholar
. 2005. “Bilingual Order in Collaborative Word Processing: On Creating an English Text in Swedish.” Journal of Pragmatics 37: 329–353.DOI logoGoogle Scholar
. 2013. “Bilingual and Second-language Interactions: Views from Scandinavia.” International Journal of Bilingualism 17: 121–131.DOI logoGoogle Scholar
Cromdal, Jakob, and Karin Aronsson. 2000. “Footing in Bilingual Play.” Journal of Sociolinguistics 4: 435–457. DOI logo.Google Scholar
Cummins, Jim. 2007. “Rethinking Monolingual Instructional Strategies in Multilingual Classrooms.” Canadian Journal of Applied Linguistics/La Revue Canadienne de Linguistique Appliquée 10 (2): 221–240.Google Scholar
Dailey-O’Cain, Jennifer, and Grit Liebscher. 2009. “Teacher and Student Use of the First Language in Foreign Language Classroom Interaction: Functions and Applications.” In First Language Use in Second and Foreign Language Learning, ed. by Miles Turnbull and Jennifer Dailey-O’Cain, 131–144. Bristol, UK: Multilingual Matters.Google Scholar
Dalton-Puffer, Christiane. 2007. Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins Publishing Company.DOI logoGoogle Scholar
. 2011. “Content-and-language Integrated Learning: From Practice to Principles?Annual Review of Applied Linguistics 31: 182–204.DOI logoGoogle Scholar
Dang, Thi Kim Anh, Hoa Thi Mai Nguyen, and Truc Thi Thanh Le. 2013. “The Impacts of Globalsiation on EFL Teacher Education Through English as a Medium of Instruction: An Example from Vietnam.” Current Issues in Language Planning 14 (1): 52–72. DOI logo.Google Scholar
Deppermann, Arnulf. 2013a. “How to Get a Grip on Identities-in-interaction: (What) Does ‘Positioning’ Offer More Than ‘Membership Categorization’? Evidence from a Mock Story.” In Narrative Inquiry, ed. by Michael Bamberg, 62–88. Amsterdam/Philadelphia: John Benjamins Publishing Company.Google Scholar
. 2013b. “Turn-design at Turn-beginnings: Multimodal Resources to Deal with Tasks of Turn-construction in German.” Journal of Pragmatics 46: 91–121.DOI logoGoogle Scholar
Dewaele, Jean-Marc. 2013. Emotions in Multiple Languages (2nd ed.). Basingstoke, UK: Palgrave Macmillan.Google Scholar
Die Unterrichtspraxis/Teaching German. 2014. 47 (2).Google Scholar
Donato, Richard. 2004. “Aspects of Collaboration in Pedagogical Discourse.” Annual Review of Applied Linguistics 24: 284–302.DOI logoGoogle Scholar
Drew, Paul. 2013. “Turn Design.” In The Handbook of Conversation Analysis, ed. by Jack Sidnell and Tanya Stivers, 131–149. Chichester, UK: Wiley-Blackwell.Google Scholar
Duff, Patricia A., and Tim Anderson. 2015. “Academic Language and Literacy Socialization for Second Language Students.” In The Handbook of Classroom Discourse and Interaction, ed. by Numa, Markee, 337–352. Malden, MA: Wiley Blackwell.Google Scholar
Duff, Patricia A., and Charlene G. Polio. 1990. “How Much Foreign Language is There in the Foreign Language Classroom?The Modern Language Journal 74 (2): 154–166.DOI logoGoogle Scholar
D’warte, Jacqueline. 2014. “Exploring Linguistic Repertoires: Multiple Language Use and Multimodal Literacy Activity in Five Classrooms.” Australian Journal of Language and Literacy 37 (1): 21–30.Google Scholar
Edwards, Derek. 1997. Discourse and Cognition. London: Sage.Google Scholar
Ehsan, Rezvani, and Abbass Razekh. 2011. “Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation.” English Language Teaching 4 (1): 18–25.DOI logoGoogle Scholar
Eldridge, John. 1996. “Code Switching in a Turkish Secondary School.” ELT Journal 50 (4): 303–311. DOI logo.Google Scholar
Elliott, John. 1991. Action Research for Educational Change. Philadelphia, PA: Open University PressGoogle Scholar
Ellis, Rod. 1999. Learning a Second Language Through Interaction. Amsterdam/Philadelphia: John Benjamins Publishing Company.DOI logoGoogle Scholar
. 2012. Language Teaching Research and Language Pedagogy. Oxford, UK: John Wiley and Son.DOI logoGoogle Scholar
Escobar Urmeneta, Cristina, and Natalia Evnitskaya. 2014. “‘Do You Know Actimel?’ The Adaptive Nature of Dialogic Teacher-led Discussions in the CLIL Science Classroom: A Case Study.” The Language Learning Journal Special Issue: Content and Language Integrated Learning 42 (2): 165–180.DOI logoGoogle Scholar
Eskildsen, Søren W., and Numa Markee. 2018. “L2 talk as Social Accomplishment.” In Speaking in a Second Language, ed. by Rosa Alonso Alonso. Amsterdam/Philadelphia: John Benjamins Publishing Company.
Fagan, Drew. 2012. “Okay as a Multifunctional Resource for Giving Feedback in Classrooms”. Language & Information Society 16. 9–41.Google Scholar
Farrell, Thomas S. C. 2008. Novice Language Teachers: Insights and Perspectives for the First Year. London: Equinox.Google Scholar
2015. Promoting Reflection in Second Language Education: A Framework for TESOL Professionals. New York, NY: Routledge.Google Scholar
Félix-Brasdefer, César J. 2006. “Teaching the Negotiation of Multi-turn Speech Acts: Using Conversation-analytic Tools to Teach Pragmatics in the FL Classroom.” In Pragmatics and Language Learning, volume 11, ed. by Kathleen Bardovi-Harlig, César Félix-Brasdefer and Alwiya Omar, 165–196. Honolulu: National Foreign Language Resource Center, University of Hawai’i at Mānoa.Google Scholar
Ferguson, Charles A. 1978. “Multilingualism as Object of Linguistic Description.” In Linguistics in the Seventies: Directions and Prospects, Special Issue of Studies in Linguistic Sciences, ed. by Braj Kachru. 8 (2): 97–105. Urbana, ILL: Department of Linguistics, University of Illinois.Google Scholar
Ferguson, Gibson. 2003. “Classroom Code-switching in Post-colonial Contexts: Functions, Attitudes and Policies.” AILA Review 16: 38–51. DOI logo.Google Scholar
. 2009. “What Next? Towards an Agenda for Classroom Codeswitching Research.” International Journal of Bilingual Education and Bilingualism 12 (2): 231–241.DOI logoGoogle Scholar
Filipi, Anna. 1993. “Interaction or Interrogation? A Study of Talk Occurring in a Sample of the 1992 VCE Italian Oral Common Assessment Task.” Master’s thesis, University of Melbourne.Google Scholar
. 1994. “Interaction in an Italian Oral Test: The Role of Some Expansion Sequences.” In Spoken Interaction Studies in Australia. Australian Review of Applied Linguistics, Special Issue, ed. by Rod Gardner. Australian Review of Applied Linguistics Series S 11: 119–136.Google Scholar
. 2001. “The Organisation of Pointing Sequences in Parent-Toddler Interaction.” Doctoral thesis, Monash University.Google Scholar
. 2007. “A Toddler’s Treatment of mm and mm hm in Talk with a Parent.” Australian Review of Applied Linguistics 30 (3): 33.31–33.17.DOI logoGoogle Scholar
. 2009. Toddler and Parent Interaction: The Organisation of Gaze, Pointing and Vocalisation. Amsterdam/Philadelphia: John Benjamins Publishing Company.DOI logoGoogle Scholar
. 2013. “Withholding and Pursuit in the Development of Skills in Interaction and Language.” Interaction Studies 14 (2): 139–159.DOI logoGoogle Scholar
. 2015a. “Authentic Interaction and Examiner Accommodation in the IELTS Speaking Test: A Discussion.” Papers in Language Testing and Assessment 4 (2): 1–17.Google Scholar
. 2015b. “The Development of Recipient Design in Bilingual Child-parent Interaction.” Research on Language and Social Interaction 48 (1): 100–119. DOI logo.Google Scholar
. 2018a. “Making Knowing Visible: Tracking the Development of the Response Token Yes in Second Turn Position.” In Longitudinal Studies in Conversation Analysis, ed. by Simona Pekarek Doehler, Johannes Wagner and Esther González-Martinez. 39–66. Basingstoke, UK: Palgrave Macmillan.Google Scholar
. [2018b] “Teacher Practices in Establishing Understanding in a Foreign Language Classroom.” Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives. Special Issue, Hacettepe University Journal of Education. 33: 36–53.
Filipi, Anna, and Anne-Marie Barraja-Rohan. 2015. “An Interaction-focused Pedagogy Based on Conversation Analysis for Developing L2 Pragmatic Competence.” In Teaching, Learning and Investigating about Pragmatics: Principles, Methods and Practices, ed. by Sarah Gesuato, Francesca Bianchi and Winnie Cheng, 231–252. UK: Cambridge Scholars Publishing.Google Scholar
Firth, Alan, and Johannes Wagner. 1997. “On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research.” The Modern Language Journal 81: 285–300. DOI logo.Google Scholar
. 2007. “Second/foreign Language Learning as a Social Accomplishment: Elaborations on a Reconceptualized SLA.” The Modern Language Journal 91: 798–817. DOI logo.Google Scholar
Flavell, John. 1979. “Metacognition and Cognitive Monitoring.” American Psychologist 34 (10): 906–911.DOI logoGoogle Scholar
Flyman-Mattsson, Anna, and Niclas Burenhult. 1999. “Code-switching in Second Language Teaching of French.” Working Papers 47: 59–72.Google Scholar
Fraser, Bruce. 2006. “Towards a Theory of Discourse Markers.” In Approaches to Discourse Particles, ed. by Kerstin Fischer, 189–204. Amsterdam: Elsevier.Google Scholar
Frith, Chris D. 2012. “The Role of Metacognition in Human Social Interactions.” Philosophical Transactions of the Royal Society B-Biological Sciences 367 (1599): 2213–2223. DOI logo.Google Scholar
Frohlich, Maria, Nina Spada, and Patrick Allen. 1985. “Differences in the Communicative Orientations of L2 Classrooms.” TESOL Quarterly 19 (1): 27–57.DOI logoGoogle Scholar
Fuller, Janet M. 2009. “How Bilingual Children Talk: Strategic Codeswitching among Children in Dual Language Programs.” In First Language Use in Second and Foreign Language Learning, ed. by Miles Turnbull and Jennifer Dailey-O’Cain, 115–130. Bristol, Buffalo, Toronto: Multilingual Matters.Google Scholar
Gafaranga, Joseph. 1998. “Elements of Order in Bilingual Talk: Kinyarwanda-French Language Alternation.” Doctoral thesis, Lancaster University.Google Scholar
. 1999. “Language Choice as a Significant Aspect of Talk Organisation: The Orderliness of Language Alternation.” Text: Interdisciplinary Journal for the Study of Discourse 19 (2): 201–226. DOI logo.Google Scholar
. 2000. “Medium Repair vs. Other-Language Repair: Telling the Medium of a Bilingual Conversation.” International Journal of Bilingualism 4 (3): 327–350. DOI logo.Google Scholar
. 2001. “Linguistic Identities in Talk-in-interaction: Order in Bilingual Conversation.” Journal of Pragmatics 33: 1901–1925.DOI logoGoogle Scholar
. 2005. “Demythologising Language Alternation Studies: Conversational Structure vs. Social Structure in Bilingual Interaction.” Journal of Pragmatics 37 (3): 281–300.DOI logoGoogle Scholar
Gafaranga, J. 2007a. “Code-switching as a Conversational Strategy.” In Handbook of Multilingualism and Multilingual Communication, ed. by Peter Auer and Li Wei, 279–313. Berlin: Mouton de Gruyter.Google Scholar
Gafaranga, Joseph. 2007b. Talk in Two Languages. New York, NY: Palgrave Macmillan.DOI logoGoogle Scholar
. 2009. “The Conversation Analytic Model of Code-switching.” In Cambridge Handbook of Linguistic Code-switching, ed. by Barbara E. Bullock and Almeida J. Toribio, 114–126. Cambridge, UK: Cambridge University Press.Google Scholar
. 2010. “Medium Request: Talking Language Shift into Being.” Language in Society 39: 241–270.DOI logoGoogle Scholar
. 2012. “Language Alternation and Conversational Repair in Bilingual Conversation.” International Journal of Bilingualism 16: 501–527.DOI logoGoogle Scholar
. 2017. Bilingualism as Interactional Practices. Edinburgh: Edinburgh University Press.DOI logoGoogle Scholar
Gafaranga, Joseph, and Maria-Carme Torras. 2001. “Language Versus Medium in the Study of Bilingual Conversation.” International Journal of Bilingualism 5: 195–219.DOI logoGoogle Scholar
. 2002. “Interactional Otherness: Towards a Redefinition of Codeswitching.” International Journal of Bilingualism 6 (1): 1–22. DOI logo.Google Scholar
Gajo, Laurent and Gabriela, Steffen. 2015. “Didactique du Plurilinguisme et Alternance de Codes: Le Cas de l’Enseignement Bilingue Précoce.” The Canadian Modern Language Review / La Revue Canadienne des Langues Vivantes 71 (4): 471–499.DOI logoGoogle Scholar
Ganuza, Natalia, and Christina Hedman. 2015. “Struggles for Legitimacy in Mother Tongue Instruction in Sweden.” Language and Education 29 (2): 125–139. DOI logo.Google Scholar
. 2017a. “Ideology vs. Practice: Is There a Space for Translanguaging in Mother Tongue Instruction?” In New Perspectives on Translanguaging and Education, ed. by Bethanne Paulsrud, Jenny Rosén, Boglarka Straszer and Asa Wedin, 208–226. Clevedon, UK: Multilingual Matters.Google Scholar
. 2017b. “The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali–Swedish Bilinguals.” Applied Linguistics. Advance online publication. DOI logo.Google Scholar
García, Ofelia and Tatyana Kleyn (eds). 2016. Translanguaging with Multilingual Students: Learning from Classroom Moments. New York, NY: Routledge.DOI logoGoogle Scholar
Gardner, Rod. 2001. When Listeners Talk: Response Tokens and Listener Stance. Amsterdam: John Benjamins Publishing Company.DOI logoGoogle Scholar
. 2004. “On Delaying the Answer: Question Sequences Extended After the Question.” In Second Language Conversations, ed. by Rod Gardner and Johannes Wagner, 246–266. New York/London: Continuum Press.Google Scholar
. 2008. “Conversation Analysis and Orientation to Learning.” Journal of Applied Linguistics 5 (3): 229–244.Google Scholar
. 2013. “Conversation Analysis in the Classroom.” In Handbook of Conversation Analysis, ed. by Jack Sidnell and Tanya Stivers, 593–611. Chichester, UK: Wiley-Blackwell.Google Scholar
Garfinkel, Harold. 1967. Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
. 1991. “Respecification: Evidence for Locally Produced, Naturally Accountable Phenomena of Order, Logic, Reason, Meaning, Method, etc. in and as of the Essential Haecceity of Immortal Ordinary Society, (I) – An Announcement of Studies.” In Ethnomethodology and Human Sciences, ed. by Graham Button, 10–19. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Gass, Susan M., Alison Mackey, and Teresa Pica. 1998. “The Role of Input and Interaction in Second Language Acquisition. Introduction to the Special Issue.” The Modern Language Journal 82 (3): 299–307. DOI logo.Google Scholar
Gierlinger, Erwin. 2015. ““You Can Speak German, Sir”: On the Complexity of Teachers’ L1 Use in CLIL.” Language and Education 29 (4): 347–368.DOI logoGoogle Scholar
Goffman, Erving. 1967. Interaction Ritual: Essays on Face-to-Face Behaviour. New York, NY: Doubleday.Google Scholar
. 1981. Forms of Talk. Pennsylvania, PA: Pennsylvania University Press.Google Scholar
. 1999. “On Face-work: An Analysis of Ritual Elements in Social Interaction.” In The Discourse Reader, ed. by Adam Jaworski and Nikolas Couplan, 306–320. London: Routledge.Google Scholar
Goodwin, Charles. 2000. “Action and Embodiment Within Situated Human Interaction.” Journal of Pragmatics 32 (10): 1489–1522.DOI logoGoogle Scholar
. 2007a. “Environmentally Coupled Gestures.” In Gesture and the Dynamic Dimension of Language, ed. by Susan, D. Duncan, Justine Cassell and Elena T. Levy, 195–212. Amsterdam/Philadelphia: John Benjamins Publishing Company.DOI logoGoogle Scholar
. 2007b. “Participation, Stance and Affect in the Organization of Activities.” Discourse and Society 18 (1): 53–73.DOI logoGoogle Scholar
. 2009. “Embodied Hearers and Speakers Constructing Talk and Action in Interaction.” Cognitive Studies 16 (1): 51–64.Google Scholar
. 2013. “The Co-operative, Transformative Organization of Human Action and Knowledge.” Journal of Pragmatics 46: 8–23.DOI logoGoogle Scholar
Goodwin, Marjorie H. 1990. He-said-she-said: Talk as Social Organization Among Black Children. Bloomington, IN: Indiana University Press.Google Scholar
Goodwin, Marjorie H., and Charles Goodwin. 1986. “Gesture and Co-participation in the Activity of Searching for a Word.” Semiotica 62: 51–75. DOI logo.Google Scholar
Gravano, Augustin, Stefan Benus, Julia Hirschberg, Shira Mitchell, and Ilia Vovsha. 2007. “Classification of Discourse Functions of Affirmative Words in Spoken Dialogue.” In Proceedings of Interspeech, 1613–1616. Antwerp, Belgium August 2007.Google Scholar
Greer, Tim. 2013. “Word Search Sequences in Bilingual Interaction: Codeswitching and Embodied Orientation Toward Shifting Participant Constellations.” Journal of Pragmatics 57: 100–117.DOI logoGoogle Scholar
Greggio, Saionara, and Gloria Gil. 2007. “Teacher’s and Learners’ Use of Code Switching in the English as a Foreign Language Classroom: A Qualitative Study.” Linguagem and Ensino 10 (2): 371–393.Google Scholar
Gumperz, John J. 1982. Discourse Strategies. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Gumperz, John J., and Jenny Cook-Gumperz. 2005. “Making Space for Bilingual Communicative Practice.” Intercultural Pragmatics 2 (1): 1–23.DOI logoGoogle Scholar
Haddington, Pentti, Lorenza Mondada, and Maurice Nevile (eds). 2013. Interaction and Mobility: Language and the Body in Motion. Berlin: Walter de Gruyter.DOI logoGoogle Scholar
Hall, Graham, and Guy Cook. 2012. “Own-Language Use in Language Teaching and Learning.” Language Teaching 45 (3): 271–308. DOI logo.Google Scholar
Harré, Rom and Luk Van Langenhove. 1991. “Varieties of Positioning.” Journal for the Theory of Social Behaviour 21 (4): 393–407.DOI logoGoogle Scholar
Hatch, Evelyn and Cheryl Brown. 1995. Vocabulary, Semantics and Language Education. Cambridge, UK: Cambridge University Press.Google Scholar
Hayano, Kaoru. 2011. “Claiming Epistemic Primacy: Yo-marked Assessments in Japanese.” In The Morality of Knowledge in Conversation, ed. by Tanya Stivers, Lorenza Mondada and Jakob Steensig, 58–81. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
. 2013. “Question Design in Conversation.” In The Handbook of Conversation Analysis, ed. by Jack Sidnell and Tanya Stivers, 395–414. West Sussex, UK: Wiley Blackwell.Google Scholar
Hayashi, Makoto. 2013. “Turn Allocation and Turn Sharing.” In The Handbook of Conversation Analysis, ed. by Jack Sidnell and Tanya Stivers, 167–190. West Sussex, UK: Wiley Blackwell.Google Scholar
He, Agnes W. 2013. “The Wor(l)d is a Collage: Multi-performance by Chinese Heritage Language Speakers.” The Modern Language Journal 97 (2): 304–317.DOI logoGoogle Scholar
Heap, James. 1982. “Understanding Classroom Events: A Critique of Durkin with an Alternative.” Journal of Reading Behavior 14 (4): 391–410.DOI logoGoogle Scholar
Heath, Christian, and Paul Luff. 2000. Technology in Action. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Heinemann, Trine, Anna Lindström, and Jakob Steensig. 2011. “Addressing Epistemic Incongruence in Question-answer Sequences Through the Use of Epistemic Adverbs.” In The Morality of Knowledge in Conversation, ed. by Tanya Stivers, Lorenza Mondada and Jakob Steensig, 107–130. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Heller, Monica. 1995. “Code-switching and the Politics of Language.” In One Speaker, Two Languages: Cross-disciplinary Perspectives on Code-switching, ed. by Lesley Milroy and Pieter Muysken, 158–174. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Hellermann, John. 2003. “The Interactive Work of Prosody in the IRF Exchange: Teacher Repetition in Feedback Moves.” Language in Society 32 (1): 79–104. DOI logo.Google Scholar
. 2008. Social Actions for Classroom Language Learning. Clevedon; Buffalo: Multilingual Matters.Google Scholar
Hellermann, John, and Yo-An Lee. 2014. “Members and Their Competencies: Contributions of Ethnomethodological Conversation Analysis to a Multilingual Turn in Second Language Acquisition.” System 44: 54–65.DOI logoGoogle Scholar
Hellermann, John, and Simona Pekarek Doehler. 2010. “On the Contingent Nature of Language Learning Tasks.” Classroom Discourse 1: 25–45. DOI logo.Google Scholar
Henrichsen, Lynn E. 1989. Diffusion of Innovations in English Language Teaching: The ELEC Effort in Japan, 1956–1968. New York, NY: Greenwood Press.Google Scholar
Hepburn, Alexa, and Gallina Bolden. 2013. “The Conversation Analytic Approach to Transcription.” In The Handbook of Conversation Analysis, ed. by Jack Sidnell and Tanya Stivers, 57–76. West Sussex, UK: Wiley Blackwell.Google Scholar
Hepburn, Alexa, Sue Wilkinson, and Carly W. Butler. 2014. “Intervening with Conversation Analysis in Telephone Helpline Services: Strategies to Improve Effectiveness.” Research on Language and Social Interaction 47 (3): 201–218.DOI logoGoogle Scholar
Heritage, John. 1984a. “A Change-of-state Token and Aspects of its Sequential Placement.” In Structures of Social Action, ed. by J. Maxwell Atkinson and John Heritage, 299–347. Cambridge, UK: Cambridge University Press.Google Scholar
. 1984b. Garfinkel and Ethnomethodology. Cambridge, UK: Polity Press.Google Scholar
. 1987. “Ethnomethodology.” In Social Theory Today, ed. by Anthony Giddens and Jonathon H. Turner, 224–272. Stanford, CA: Stanford University Press.Google Scholar
. 1989. “Current Developments in Conversation Analysis.” In Conversation: An Interdisciplinary Perspective, ed. by Derek, Roger and Peter, Bull, 21–47. Clevedon, UK: Multilingual Matters.Google Scholar
. 1997. “Conversation Analysis and Institutional Talk: Analysing Data.” In Qualitative Research, ed. by David, Silverman, 161–182. London: Sage Publications.Google Scholar
. 1998. “ Oh-prefaced Responses to Inquiry.” Language in Society 27: 291–334.DOI logoGoogle Scholar
. 2002. “Oh-prefaced Responses to Assessment: A Method of Modifying Agreement/disagreement.” In The Language of Turn and Sequence, ed. by Cecilia E. Ford, Barbara E. Fox and Sandra A. Thompson, 196–224. Oxford, UK: Oxford University Press.Google Scholar
. 2005. “Cognition in Discourse.” In Conversation and Cognition, ed. by Hedwig te Molder and Jonathon Potter, 184–202. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
. 2012a. “The Epistemic Engine: Sequence Organisation and Territories of Knowledge.” Research on Language and Social Interaction 45 (1): 30–52. DOI logo.Google Scholar
. 2012b. “Epistemics in Action: Action Formation and Territories of Knowledge.” Research on Language Research on Language and Social Interaction 45 (1): 1–29.DOI logoGoogle Scholar
. 2013. “Epistemics in Conversation.” In The Handbook of Conversation Analysis, ed. by Jack Sidnell and Tanya Stivers, 370–394. West Sussex, UK: Wiley Blackwell.Google Scholar
. 2018. “The Ubiquity of Epistemics: A Rebuttal to the ‘Epistemics of Epistemics’ Group.” Discourse Studies 20 (1): 14–56. DOI logo.Google Scholar
Heritage, John, and Geoffrey Raymond. 2005. “The Terms of Agreement: Indexing Epistemic Authority and Subordination in Talk-in-interaction.” Social Psychology Quarterly 68 (1): 15–38.DOI logoGoogle Scholar
. 2012. “Navigating Epistemic Landscapes: Acquiescence, Agency and Resistance in Responses to Polar Questions.” In Questions: Formal, Functional and Interactional Perspectives, ed. by Jan-Peter de Ruiter, 179–192. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Heritage, John and Jeffrey D. Robinson. 2011. “‘Some’ Versus ‘Any’ Medical Issues: Encouraging Patients to Reveal Their Unmet Concerns.” In Applied Conversation Analysis: Intervention and Change in Institutional Talk, ed. by Charles Antaki, 15–31. Basingstoke, UK: Palgrave Macmillan.DOI logoGoogle Scholar
Heritage, John, and Maria-Leena Sorjonen. 1994. “Constituting and Maintaining Activities Across Sequences: And-prefacing as a Feature of Question Design.” Language in Society 23: 1–29.DOI logoGoogle Scholar
Hoang, Thi Giang Lam and Anna Filipi. 2016. “In Pursuit of Understanding and Response: A Micro-analysis of Language Alternation Practices in an EFL University Context in Vietnam.” The Language Learning Journal. DOI logo.Google Scholar
Hoang, Van Van. 2013. “The Role of English in the Internationalization of Higher Education in Vietnam”. VNU Journal of Foreign Studies 29 (1): 72–80.Google Scholar
Hosoda, Yuri. 2006. “Repair and Relevance of Differential Language Expertise in Second Language Conversations.” Applied Linguistics 27 (1): 25–50.DOI logoGoogle Scholar
Hosoda, Yuri, and David Aline. 2013. “Two Preferences in Question-answer Sequences in Language Classroom Context.” Classroom Discourse 4 (1): 63–88.DOI logoGoogle Scholar
Huq, Rizwan-ul, Katarina Eriksson Barajas, and Jakob Cromdal. 2017. “Sparkling, Wrinkling, Softly Tinkling: On Poetry and Word Meaning in a Bilingual Primary Classroom.” In Children’s Knowledge-in-interaction: Studies in Conversation Analysis, ed. by Amanda Bateman and Amelia Church, 189–209. Berlin: Springer.DOI logoGoogle Scholar
Hutchby, Ian and Robin, Wooffitt. 2008. Conversation Analysis, 2nd edition. Cambridge, UK: Polity Press.Google Scholar
Huth, Thorsten, and Carmen Taleghani-Nikazm. 2006. “How Can Insights from Conversation Analysis Be Directly Applied to Teaching L2 Pragmatics?Language Teaching Research 10 (1): 53–79.DOI logoGoogle Scholar
Hyland, Ken and Lillian C. Wong. 2013. Innovation and Change in English Language Education. Abingdon, UK: Routledge.Google Scholar
Hyltenstam, Kenneth, and Tommaso Milani. 2012. “Flerspråkighetens Sociopolitiska och Sociokulturella Ramar” [Multilingualism’s Sociopolitical and Sociocultural Framework]. In Flerspråkighet: en Forskningsöversikt [Multilingualism: A Research Overview] Volume 5, ed. by Kenneth Hyltenstam, Monica Axelsson and Inger Lindberg, 17–152. Stockholm: Swedish Research Council.Google Scholar
Hyltenstam, Kenneth, and Veli Tuomela. 1996. “Hemspråksundervisningen [Home Language Instruction].” In Tvåspråkighet MedFörhinder [Bilingualism with Obstacles], ed. by Kenneth Hyltenstam, 9–109. Lund, Sweden: Studentlitteratur.Google Scholar
Ihemere, Kelechukwu U. 2007. A Tri-generational Study of Language Choice and Language Shift in Port Harcourt. Boca Raton, Florida: Universal Publishers.Google Scholar
Jacoby, Sally. 1998. “How Can ESP Practitioners Tap into Situated Discourse Research. And Why Should We? (Part 1 & 2).” English for Specific Purposes News 7 (1–2): 1–10.Google Scholar
Jakonen, Teppo. 2016. “Managing Multiple Normativities in Classroom Interaction: Student Responses to Teacher Reproaches for Inappropriate Language Choice in a Bilingual Classroom.” Linguistics and Education 33: 14–27.DOI logoGoogle Scholar
Jefferson, Gail. 1972. “Side sequences.” In Studies in Social Interaction, ed. by David N. Sudnow, 294–33. New York, NY: Free Press.Google Scholar
. 1984. “Notes on a Systematic Deployment of the Acknowledgement Tokens “Yeah”; and “Mm Hm”.” Papers in Linguistics 17 (2): 197–216.DOI logoGoogle Scholar
. 1989. “Preliminary Notes on a Possible Metric which Provides for a ‘Standard Maximum’ Silence of Approximately One Second in Conversation.” In Conversation: An Interdisciplinary Perspective, ed. by Derek Roger and Peter Bull, 166–196. Clevedon, UK: Multilingual Matters.Google Scholar
. 2004. “Glossary of Transcript Symbols with an Introduction.” In Conversation Analysis: Studies from the First Generation, ed. by Gene H. Lerner, 13–31. Amsterdam/Philadelphia: John Benjamins Publishing Company.DOI logoGoogle Scholar
Jørgensen, Jens N. 2003. “Languaging Among Fifth Graders: Code-switching in Conversation 501 of the Køge Project”. Journal of Multilingual and Multicultural Development 24: 126–148.DOI logoGoogle Scholar
Jørgensen, Jens N., and Anne Holmen (eds). 1997. The Development of Successive Bilingualism in School-Age Children. Copenhagen Studies in Bilingualism 27. Copenhagen: Royal Danish School of Educational Studies.Google Scholar
Kääntä, Leila. Forthcoming. “A Multimodal Perspective into Teachers’ Definitional Practices: Comparing Subject-specific Language in Physics and History Lessons. In Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy, ed. by Silvia Kunitz, Olcay Sert and Numa Markee. Cham, Switzerland: Springer International Publishing AG.
Kääntä, Leila, Gabriele Kasper, and Arja Piirainen-Marsh. 2016. “Explaining Hooke’s Law: Definitional Practices in a CLIL Physics Classroom.” Applied Linguistics. Advance online publication. DOI logo.Google Scholar
Kasper, Gabriele. 2004. “Participant Orientations in German Conversation-for-Learning.” The Modern Language Journal 88 (4): 551–567. DOI logo.Google Scholar
. 2009. “Locating Cognition in Second Language Interaction and Learning: Inside the Skull or in Public View?International Review of Applied Linguistics 47: 11–36.DOI logoGoogle Scholar
Kasper, Gabriele, and Younhee Kim. 2015. “Conversation-for-learning: Institutional Talk Beyond the Classroom.” In The Handbook of Classroom Discourse and Interaction, ed. by Numa Markee, 390–408. Malden, MA: Wiley Blackwell.Google Scholar
Kasper, Gabriele, and Johannes Wagner. 2011. “A Conversation-analytic Approach to Second Language Acquisition.” In Alternative Approaches to Second Language Acquisition, ed. by Dwight Atkinson, 117–142. London: Routledge.Google Scholar
Kemmis, Stephen, and Robin McTaggart. 2005. “Participatory Action Research: Communicative Action and the Public Sphere. ” In The Sage Handbook of Qualitative Research, ed. by Norman K. Denzin, and Yvonna S. Lincoln, 559–603. Thousand Oaks, CA: Sage Publications.Google Scholar
Kennedy, Chris. 1988. “Evaluation of the Management of Change in ELT Projects.” Applied Linguistics 9: 329–342.DOI logoGoogle Scholar
. 1999. Innovation and Best Practice. Harlow, UK: Longman.Google Scholar
Kennedy, Chris, Paul Doyle and Christine Goh (eds). 1999. Exploring Change in English Language Teaching. Oxford, UK: Macmillan.Google Scholar
Kheirkhah, Mina. 2016. “From Family Language Practices to Family Language Policies: Children as Socializing Agents.” Doctoral thesis, Linköping University, Sweden.DOI logoGoogle Scholar
Kheirkhah, Mina, and Asta Cekaite. 2015. “Language Maintenance in a Multilingual Family: Informal Heritage Language Lessons in Parent-Child Interactions.” Multilingua 34 (3): 319–346. DOI logo.Google Scholar
Kieu, Kim Anh Hang. 2010. “Use of Vietnamese in English Language Teaching in Vietnam: Attitudes of Vietnamese University Teachers.” English Language Teaching 3 (2): 119–128. DOI logo.Google Scholar
Kim, Sun Hee Ok and Catherine Elder. 2005. “Language Choices and Pedagogic Functions in the Foreign Language Classroom: A Cross-linguistic Functional Analysis of Teacher Talk.” Language Teaching Research 9 (4): 355–380. DOI logo.Google Scholar
Kitzinger, Celia. 2013. “Repair.” In The Handbook of Conversation Analysis, ed. by Jack Sidnell and Tanya Stivers, 229–256. West Sussex, UK: Wiley Blackwell.Google Scholar
Ko, Sungbae. 2014. “The Nature of Multiple Responses to Teachers’ Questions.” Applied Linguistics 35 (1): 48–62.DOI logoGoogle Scholar
Kontio, Janne, and Kerstin L. Sylvén. 2015. “Language Alternation and Language Norm in Vocational Content and Language Integrated Learning.” The Language Learning Journal 43 (3): 271–285.DOI logoGoogle Scholar
Koshik, Irene. 2002. “Designedly Incomplete Utterances: A Pedagogical Practice for Eliciting Knowledge Displays in Error Correction Sequences.” Research on Language and Social Interaction 35: 277–309.DOI logoGoogle Scholar
Koshik, Irene A., and Mi-Suk Seo. 2012. “Word (and Other) Search Sequences Initiated by Language Learners.” Text and Talk 32 (2): 167–189.DOI logoGoogle Scholar
Kramsch, Claire. 2009. The Multilingual Subject: What Foreign Language Learners Say about their Experience and Why It Matters. Oxford, UK: Oxford University Press.Google Scholar
Kunitz, Sylvia. 2013. “Group Planning Among L2 Learners of Italian: A Conversation Analytic Perspective.” Doctoral thesis, University of Illinois at Urbana-Champaign, USA.Google Scholar
Kunitz, Silvia. 2015. “Scriptlines as Emergent Artifacts in Collaborative Group Planning”. Journal of Pragmatics 76: 135–149. DOI logo.Google Scholar
Kunitz, Silvia, and Numa Markee. 2017. “Understanding the Fuzzy Borders of Context in Conversation Analysis and Ethnography”. In Discourse and Education, ed. by Stanton Wortham, Deoksoon and Stephen May, 15–27. Heidelberg, Germany: Springer. DOI logo.Google Scholar
Kyratzis, Amy, Ya-Ting Tang, and Bahar S. Koymen. 2009. “Codes, Code-switching, and Context: Style and Footing in Peer Group Bilingual Play.” Multilingua–Journal of Crosscultural and Interlanguage Communication 28: 265–290. DOI logo.Google Scholar
Lamerich, Joyce and Hedwig te Molder. 2011. “Reflecting on Your Talk: The Discursive Action Method at Work.” In Applied Conversation Analysis: Intervention and Change in Institutional Talk, ed. by Charles Antaki, 184–206. UK: Palgrave Macmillan.DOI logoGoogle Scholar
Lantolf, James P. 2012. “Sociocultural Theory: A Dialectical Approach to L2 Research.” In The Routledge Handbook of Second Language Acquisition, ed. by Susan M. Gass and Alison Mackey, 57–72. London: Routledge.Google Scholar
Lasagabaster, David. 2013. “The Use of the L1 in CLIL Classes: The Teachers’ Perspective.” Latin American Journal of Content and Language Integrated Learning 6 (2): 1–21. DOI logo eISSN 2322–9721.Google Scholar
Lazaraton, Anne. 1991. “A Conversation Analysis of Structure and Interaction in the Language Interview.” Doctoral thesis, University of California, Los Angeles.Google Scholar
. 2002. A Qualitative Approach to the Validation of Oral Language Tests. Cambridge, UK: Cambridge University Press.Google Scholar
. 2004. “Gesture and Speech in the Vocabulary Explanations of One ESL Teacher: A Microanalytic Inquiry.” Language Learning 54 (1): 79–117. DOI logo.Google Scholar
Le, Van Canh. 2004. “From Ideology to Inquiry: Mediating Asian and Western Values in ELT.” The Journal of Asia TEFL 1 (1): 167–183.Google Scholar
. 2014. “Codeswitching in Universities in Vietnam and Indonesia.” In Codeswitching in University English-medium Classes, ed. by Roger Barnard and James McLellan, 118–144. Bristol, UK: Multilingual Matters.Google Scholar
Le, Van Canh, and Roger Barnard. 2009. “Curricular Innovation Behind Closed Classroom Doors: A Vietnamese Case Study.” Teacher’s Edition (Vietnam) 24 (2): 20–33.Google Scholar
Lee, Jin Sook, and Mary Bucholtz, M. 2015. “Language socialization across learning spaces.” In The Handbook of Classroom Discourse and Interaction, ed. by Numa, Markee, 319–336. Malden, MA: Wiley Blackwell.Google Scholar
Lee, Yo An. 2007. “Third Turn Position in Teacher Talk: Contingency and the Work of Teaching.” Journal of Pragmatics 39: 1204–1230. DOI logo.Google Scholar
Lee, Yo-An. (2010) “Learning in the contingency of talk-in-interaction”. Text & Talk 30 (4): 403–422.DOI logoGoogle Scholar
Lehti-Eklund, Hanna. 2012. “Code-switching to First Language in Repair: A Resource for Students’ Problem Solving in a Foreign Language Classroom.” International Journal of Bilingualism 17: 132–152.DOI logoGoogle Scholar
Lerner, Gene H. 1991. “On the Syntax of Sentences in Progress.” Language in Society 20: 441–458.DOI logoGoogle Scholar
1992. “Assisted Story Telling: Deploying Shared Knowledge as a Practical Matter.” Qualitative Sociology 15: 247–271.DOI logoGoogle Scholar
1995. “Turn Design and the Organization of Participation in Instructional Activities.” Discourse Processes 19 (1): 111–131.DOI logoGoogle Scholar
1996. “On the “Semi-permeable” Character of Grammatical Units in Conversation: Conditional Entry Into the Turn Space of Another Speaker.” In Interaction and Grammar, ed. by Elinor Ochs, Emanuel A. Schegloff and Sandra A. Thomson, 238–276. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Levine, Glenn S. 2003. “Student and Instructor Beliefs and Attitudes About Target Language Use, First Language Use and Anxiety: Report of a Questionnaire Study.” The Modern Language Journal 87 (3): 343–364.DOI logoGoogle Scholar
2011. Code Choice in the Language Classroom. Bristol, Buffalo, Toronto: Multilingual Matters.Google Scholar
Lewis, Gwyn, Bryn Jones, and Colin Baker. 2012. “Translanguaging: Developing its Conceptualisation and Contextualisation.” Educational Research and Evaluation 18 (7): 655–670. DOI logo.Google Scholar
Liberg, Caroline. 1990. “Learning to Read and Write.” Doctoral thesis, Uppsala University, Sweden.Google Scholar
Liddicoat, Anthony. 2007. An Introduction to Conversation Analysis. London: Continuum.Google Scholar
Liebscher, Grit, and Jennifer Dailey-O’Cain. 2005. “Learner Code-Switching in the Content-Based Foreign Language Classroom.” The Modern Language Journal 89 (2): 234–247. DOI logo.Google Scholar
Lin, Angel M. Y. 1990. Teaching in Two Tongues: Language Alternation in Foreign Language Classrooms. Research Report No. 3. Hong Kong City Polytechnic. Dept. of English.Google Scholar
1999. “Doing-English-Lessons in the Reproduction or Transformation of Social Worlds?TESOL Quarterly 33 (3): 393–412.DOI logoGoogle Scholar
2008. “Code-switching in the Classroom: Research Paradigms and Approaches.” In Encyclopedia of Language and Education, 2nd Edition, Volume 10: Research Methods in Language and Education, ed. by Kendall A. King and Nancy H. Hornberger, 273–286. New York, NY: Springer Science.DOI logoGoogle Scholar
2013. “Classroom Code-switching: Three Decades of Research.” Applied Linguistics Review 4 (1): 195–218. DOI logo.Google Scholar
2015. “Conceptualising the potential role of L1 in CLIL.” Language, Culture and Curriculum 28 (1): 74–89.DOI logoGoogle Scholar
Lin, Angel M. Y., and Yuen Y. Lo. 2016. “Trans/languaging and the Triadic Dialogue in Content and Language Integrated Learning (CLIL) Classrooms.” Language and Education 31 (1): 26–45. DOI logo.Google Scholar
Lindström, Anna. 2017. ”Calibrating an Agnostic Epistemic Stance in Swedish Conversation: The Case of Okej-prefacing in Calls to the Swedish Board for Study Support.” In At the Intersection of Turn and Sequence: Turn-initial Particles Across Languages, ed. by John Heritage and Marja-Leena Sorjonen, 333–364. Berlin: John Benjamins Publishing Company.Google Scholar
Linell, Per. 1998. Approaching Dialogue. Talk, Interaction and Contexts in Dialogical Perspectives. Amsterdam: John Benjamins Publishing Company.DOI logoGoogle Scholar
. 2005. The Written Language Bias in Linguistics: Its Nature, Origins and Transformations. London/New York: Routledge.DOI logoGoogle Scholar
. 2009. Rethinking Language, Mind, and World Dialogically: Interactional and Contextual Theories of Human Sense-Making. Charlotte, NC: Information Age Publishing.Google Scholar
Littlewood, William, and Baohua Yu. 2011. “First Language and Target Language in the Foreign Language Classroom.” Language Teaching 44 (1): 64–77. DOI logo.Google Scholar
Long, Michael H. 1996. “The Role of the Linguistic Environment in Second Language Acquisition.” In The Handbook of Second Language Acquisition, ed. by William Ritchie and Tej K. Bhatia, 413–468. New York, NY: Academic Press. Reprinted in Ortega Lourdes (ed). 2011. Second Language Acquisition: Critical Concepts in Linguistics. London: Routledge.Google Scholar
Loughran, John. 2010. What Expert Teachers Do: Enhancing Professional Knowledge for Classroom Practice. Sydney, Australia: Allen and Unwin.Google Scholar
Lüdi, George. 2003. “Code-switching and Unbalanced “Bilingualism”. In Bilingualism: Beyond Basic Principles, ed. by Jean-Marc Dewaele, Alex Housen and Li Wei, 174–188. Clevedon, UK: Multilingual Matters.DOI logoGoogle Scholar
Macaro, Ernesto. 2005. “Codeswitching in the L2 Classroom: A Communication and Learning Strategy.” In Non-native Language Teachers: Perceptions, Challenges and Contributions to the Profession ed. by Enric Llurda, 63–84. Boston, MA: Springer Science and Business Media.DOI logoGoogle Scholar
. 2009. “Teacher Use of Codeswitching in the Second Language Classroom: Exploring ‘Optimal’ Use.” In First Language Use in Second and Foreign Language Learning, ed. by Miles Turnbull and Jennifer Dailey-O’Cain, 35–49. Bristol, UK: Multilingual Matters.Google Scholar
Mackey, William F. 2000 [1962]. “The Description of Bilingualism.” In The Bilingualism Reader, ed. by Li Wei, 26–54. London: Routledge (Reprinted from Canadian Journal of Linguistics 7: 51–85, 1962).Google Scholar
Mafela, Lily. 2009. “Code-switching in Botswana History Classrooms in the Decade of Education for Sustainable Development.” Language Matters 40 (1): 56–79. DOI logo.Google Scholar
Malmkjaer, Kirsten. 1997. “Translation and Language Teaching.” AILA Review 12: 56–61.Google Scholar
Markee, Numa. 1992. “The Diffusion of Innovation in Language Teaching.” Annual Review of Applied Linguistics 13: 229–243.DOI logoGoogle Scholar
. 1994. “Toward an Etnomethodological Respecification of Second-Language Acquisition Studies.” In Research Methodology in Second-language Acquisition ed. by Elaine E. Tarone, Susan M. Gass and Andrew D. Cohen, 89–116. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
. 1995. “Teachers’ Answers to Students’ Questions: Problematizing the Issue of Making Meaning.” Issues in Applied Linguistics 6: 63–92.Google Scholar
. 1997a. Managing Curricular Innovation. New York, NY: Cambridge University Press.Google Scholar
. 1997b. “Second Language Acquisition Research: A Resource for Changing Teachers’ Professional Cultures?The Modern Language Journal 81: 80–93.DOI logoGoogle Scholar
. 2000. Conversation Analysis. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
. 2002. “Language in Development: Questions of Theory, Questions of Practice.” TESOL Quarterly 36 (3): 265–274.DOI logoGoogle Scholar
. 2004. “Zones of Interactional Transition in ESL Classes.” The Modern Language Journal 88: 583–596.DOI logoGoogle Scholar
. 2005. “A Conversation Analytic Perspective on Off-task Classroom Talk: Implications for Second Language Acquisition Studies.” In Applying Conversation Analysis, ed. by Keith Richards and Paul Seedhouse, 187–213. London: Palgrave-MacMillan.DOI logoGoogle Scholar
. 2008. “Toward a Learning Behavior Tracking Methodology for CA-for-SLA.” Applied Linguistics 29: 404–427.DOI logoGoogle Scholar
. 2011. “Doing, and Justifying Doing, Avoidance.” Journal of Pragmatics 43: 602–615.DOI logoGoogle Scholar
. 2013. “Contexts of Change.” In Innovation in English Language Education, ed. by Ken Hyland and Lillian Wong, 28–43. Abingdon, UK: Routledge.Google Scholar
Markee, N. 2015. “Giving and Following Pedagogical Instructions in Task-based Instruction: An Ethnomethodological Perspective.” In International Perspectives on ELT Classroom Interaction, ed. by Christopher Jenks and Paul Seedhouse, 110–128. Basingstoke, UK: Palgrave Macmillan.DOI logoGoogle Scholar
Markee, Numa, and Gabriele Kasper. 2004. “Classroom Talks: An Introduction.” The Modern Language Journal 88: 491–497. DOI logo.Google Scholar
Markee, Numa, and Silvia Kunitz. 2013. “Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification.” Language Learning 63 (4): 629–664.DOI logoGoogle Scholar
Markee, Numa and Silvia Kunitz. 2015. “CA-for-SLA Studies of Classroom Interaction: Quo Vadis?” In The Handbook of Classroom Discourse and Interaction, ed. by Numa Markee, 425–439. Malden, MA: Wiley Blackwell.Google Scholar
Martin, Peter W. 1996. “Code-switching in the Primary Classroom: One Response to the Planned and Unplanned Language Environment in Brunei.” Journal of Multilingual and Multicultural Development 17 (2–4): 128–144. DOI logo.Google Scholar
Martin, Peter W., Arvind Bhatt, Nirvala Bhojani, and Angela Creese. 2006. “Managing Bilingual Interaction in a Gujarati Complementary School in Leicester.” Language and Education 20 (1): 5–22. DOI logo.Google Scholar
May, Stephen (ed). 2014. The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education. New York, NY: Routledge.Google Scholar
McHoul, Alec. W. 1990. “The Organization of Repair in Classroom Talk.” Language in Society 19 (3): 349–377. DOI logo.Google Scholar
Mehan, Hugh. 1979. Learning Lessons: Social Organization in the Classroom. Boston, MA: Harvard University Press.DOI logoGoogle Scholar
Milk, Robert D. 1982. “Language Use in Bilingual Classrooms: Two Case Studies.” In On TESOL ’81. Selected Papers from the Annual Conference of Teachers of English to Speakers of Other Languages, ed. by Mary Hines and William Rutherford, 181–191. Washington, DC: TESOL.Google Scholar
Milroy, Lesley, and Li Wei. 1995. “A Social Network Approach to Code-switching: The Example of a Bilingual Community in Britain.” In One Speaker, Two Languages: Cross-disciplinary Perspectives on Code-switching, ed. by Lesley Milroy and Pieter Muysken, 136–157. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Mondada, Lorenza. 2014. “The Conversation Analytic Approach to Data Collection.” In The Handbook of Conversation Analysis, ed. by Jack Sidnell and Tanya Stivers, 32–56. West Sussex, UK: Wiley Blackwell.Google Scholar
Mondada, Lorenza, and Simona Pekarek Doehler. 2004. “Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom.” The Modern Language Journal 88 (4): 501–518. DOI logoGoogle Scholar
Moore, Danièle. 2002. “Case Study: Code-switching and Learning in the Classroom.” International Journal of Bilingual Education and Bilingualism 5 (5): 279–293.DOI logoGoogle Scholar
Moore, Emilee. 2014. Constructing Content and Language Knowledge in Plurilingual Student Teamwork: Situated and Longitudinal Perspectives.” International Journal of Bilingual Education and Bilingualism 17 (5): 586–609.DOI logoGoogle Scholar
Moore, Paul J. 2013. “An Emergent Perspective on the Use of the First Language in the English-as-a-Foreign-Language Classroom.” The Modern Language Journal 97: 239–253. DOI logo.Google Scholar
Mori, Junko. 2004. “Negotiating Sequential Boundaries and Learning Opportunities: A Case from a Japanese Language Classroom.” The Modern Language Journal 88: 536–550. DOI logo.Google Scholar
Mori, Junko, and Atsushi Hasegawa. 2009. “Doing Being a Foreign Language Learner in a Classroom: Embodiment of Cognitive States as Social Events.” International Review of Applied Linguistics 47 (1): 65–94. DOI logo.Google Scholar
Mortensen, Kristian. 2011. “Doing Word Explanation in Interaction.” In L2 Learning as Social Practice: Conversation-analytic Perspectives, ed. by Gabriele Pallotti and Johannes, Wagner, 135–163. Honolulu: National Foreign Language Resource Center, University of Hawai’i at Mānoa.Google Scholar
Mortensen, Kristian, and Spencer Hazel. 2011. “Initiating Round Robins in the L2 Classroom – Preliminary Observations. Novitas-ROYAL (Research on Youth and Language) 5 (1): 55–70.Google Scholar
Morton, Thomas. 2015. “Vocabulary Explanations in CLIL Classrooms: A Conversation Analysis Perspective.” The Language Learning Journal 43 (3): 256–270. DOI logo.Google Scholar
Murphy, Keith. 2005. “Collaborative Imagining: The Interactive Use of Gestures, Talk, and Graphic Representation in Architectural Practice.” Semiotica 156: 113–145.Google Scholar
Musk, Nigel. 2006. “Performing Bilingualism in Wales with the Spotlight on Welsh: A Study of the Language Practices of Young People in Bilingual Education.” Doctoral thesis, Linköping University, Sweden.Google Scholar
. 2010a. “Identitet Som Dynamisk Process. Exemplet Tvåspråkiga Ungdomar i Wales [Identity as a Dynamic Process. The Case of Bilingual Young People in Wales].” In Flerspråkighet, Identitet och Lärande [Multilingualism, Identity and Learning], ed. by Nigel Musk and Åsa Wedin, 55–77. Lund, Sweden: Studentlitteratur.Google Scholar
. 2010b. “Code-switching and Code-mixing in Welsh Bilinguals’ Talk: Confirming or Refuting the Maintenance of Language Boundaries?Language, Culture and Curriculum 23 (3): 179–197.DOI logoGoogle Scholar
Muysken, Pieter. 1995. “Code-switching and Grammatical Theory.” In One Speaker Two languages: Cross-disciplinary Perspectives on Code-switching, ed. by Lesley Milroy and Pieter Muysken, 177–198. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Myers-Scotton, Carol. 1993. Social Motivations for Codeswitching: Evidence from Africa. Oxford, UK: Oxford University Press.Google Scholar
Nation, Paul. 2008. Teaching Vocabulary: Strategies and Techniques. Boston, MA: Heinle Cengage Learning.Google Scholar
. 2013. Learning Vocabulary in Another Language, 2nd edition. New York, NY: Cambridge University Press.DOI logoGoogle Scholar
Nguyen, Minh Hue. 2013. “The Curriculum for English Language Teacher Education in Australian and Vietnamese Universities.” Australian Journal of Teacher Education 38 (11): 33–53. DOI logo.Google Scholar
Nguyen, Quang Tien. 2012. “English-Vietnamese Code-switching in Tertiary Educational Context in Vietnam.” Asian Englishes 15 (2): 4–29. DOI logo.Google Scholar
Nguyen, Thị Hằng. 2013. “Vietnamese University EFL Teachers’ Code-switching in Classroom Instruction.” Doctoral thesis, Auckland University of Technology, New Zealand.Google Scholar
Nguyen, Thi Mai Hoa. (2011). “Primary English language education policy in Vietnam: Insights from implementation.” Current Issues in Language Planning 12 (2): 225–24.DOI logoGoogle Scholar
Nguyen, Thi Nhu Quynh. 2006. “Using Vietnamese: The Assistance or Interference in the Teaching-learning Process in English Language Classes.” University of Danang Journal of Science and Technology 22: 154–159.Google Scholar
Nikula, Tarja. 2007. “The IRF Pattern and Space for Interaction: Comparing CLIL and EFL Classrooms.” In Empirical Perspectives on CLIL Classroom Discourse – CLIL: Empirische Untersuchungen Zum Unterrichtsdiskurs ed. by Christiane Dalton-Puffer and Uye Smit, 179–204. Frankfurt, Wien: Peter Lang.Google Scholar
Nikula, Tarja, and Pat Moore. 2016. “Exploring Translanguaging in CLIL.” International Journal of Bilingual Education and Bilingualism. DOI logo.Google Scholar
Nunan, David. 1991. Language Teaching Methodology: A Textbook for Teachers. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Ohta, Amy S. 2001. Second Language Acquisition Processes in the Classroom. Mahwah, NJ.: Lawrence Erlbaum Associates.DOI logoGoogle Scholar
Okada, Yusuke. 2013. “Prioritization: A Formulation Practice and its Relevance for Interaction in Teaching and Testing Contexts.” In Pragmatics and Language Learning, Volume 13, ed. by Tim Greer, Donna Tatsuki and Carsten Roever, 55–77. Honolulu, HI: National Foreign Language Resource Center.Google Scholar
Okada, Yusuke, and Tim Greer. 2013. “Pursuing a Relevant Response in OPI Roleplays.” In Assessing Second Language Pragmatics, ed. by Steven Ross and Gabriele Kasper, 288–310. Basingstoke, UK: Palgrave Macmillan.DOI logoGoogle Scholar
Osvaldsson, Karin, Daniel Persson-Thunqvist and Jakob Cromdal. 2012. “Comprehension Checks, Clarifications, and Corrections in an Emergency Call With a Nonnative Speaker of Swedish.” The International Journal of Bilingualism 17 (2): 205–220.DOI logoGoogle Scholar
Pavlenko, Aneta. 2005. Emotions and Multilingualism. Cambridge, UK: Cambridge University Press.Google Scholar
Payne, George, and David Hustler. 1980. “Teaching the Class: The Practical Management of a Cohort.” British Journal of Sociology of Education 1: 49–66.DOI logoGoogle Scholar
Pekarek Doehler, Simona, Esther González-Martínez, and Johannes Wagner (eds). 2018. Longitudinal Studies in Conversation Analysis. Basingstoke, UK: Palgrave Macmillan.Google Scholar
Pekarek Doehler, Simona, and Virginie Fasel Lauzon. 2015. “Documenting Change Across Time: Longitudinal and Cross-sectional CA Studies of Classroom Interaction.” In The Handbook of Classroom Discourse and Interaction, ed. by Numa Markee, 409–424. Malden, MA: Wiley Blackwell.Google Scholar
Pham, Hoa Hiep. 2001. “Teacher Development: A Real Need for English Department in Vietnam.” English Teaching Forum 39 (4): 36–40.Google Scholar
Philp, Jenefer, Rebecca Adams, and Noriko Iwashita. 2014. Peer Interaction and Second Language Learning. New York, NY: Routledge.Google Scholar
Piirainen-Marsh, Arja. 2010. “Bilingual practices and the social organisation of video gaming activities”. Journal of Pragmatics 42: 3012–3030.DOI logoGoogle Scholar
Polio, Charlene P., and Patricia Duff. 1994. “Teacher’s Language Use in Univeristy Foreign Language Classrooms: A Qualititative Analysis of English and Target Language Alternation.” The Modern Language Journal 78: 311–326.DOI logoGoogle Scholar
Pomerantz, Anita. 1984. “Agreeing and Disagreeing with Assessment: Some Features of Preferred/dispreferred Turn Shapes.” In Structures of Social Action, ed. by J. Maxwell Atkinson and John Heritage, 57–101. Cambridge, UK: Cambridge University Press.Google Scholar
Pomerantz, Anita, and John Heritage. 2014. “Preference.” In The Handbook of Conversation Analysis, ed. by Jack Sidnell and Tanya Stivers, 210–228. West Sussex, UK: Wiley Blackwell.Google Scholar
Pomeroy, Lani, and Ann Weatherall. 2014. “Responding to Client Laughter as Therapeutic Actions in Practice.” Qualitative Research in Psychology 11: 1–15.DOI logoGoogle Scholar
Potowski, Kim J. 2004. “Student Spanish Use and Investment in a Dual Immersion Classroom: Implications for Second Language Acquisition and Heritage Language Maintenance.” The Modern Language Journal 88: 75–101.DOI logoGoogle Scholar
Psathas, George. 1995. Conversation Analysis. London: Sage Publications.DOI logoGoogle Scholar
Raymond, Geoffrey. 2018. “Which Epistemics? Whose Conversation Analysis?Discourse Studies 20 (1): 57–89. DOI logo.Google Scholar
Raymond, Geoffrey and John Heritage. 2006. “The Epistemics of Social Relations: Owning Grandchildren.” Language in Society 35 (5): 677–705. DOI logo.Google Scholar
Reath Warren, Anne. 2017. “Developing Multilingual Literacies in Sweden and Australia: Opportunities and Challenges in Mother Tongue Instruction and Multilingual Study Guidance in Sweden and Community Language Education in Australia.” Doctoral thesis, Stockholm University, Sweden. [URL].
Reichert, Tetyana. 2010. “An Analysis of Peer Activities to Inform Foreign Language Learning: Word Searches, Voice, and the Use of Non-Target Languages. ” Doctoral thesis, University of Waterloo, Canada.Google Scholar
. 2016. “Researching Vocabulary Development: A Conversation Analytic Approach.” L2 Journal 8 (1): 1–17. [URL].
Reichert, Tetyana, and Grit Liebscher. 2012. “Positioning the Expert: Word Searches, Expertise, and Learning Opportunities in Peer Interaction.” The Modern Language Journal 96 (4): 595–605.DOI logoGoogle Scholar
Richards, Jack C. 1976. “The Role of Vocabulary Teaching.” TESOL Quarterly 10 (1): 77–89.DOI logoGoogle Scholar
2005. Professional Development for Language Teachers: Strategies for Teacher Learning. New York, NY: Cambridge University Press.DOI logoGoogle Scholar
Richards, Jack C., and Theodore S. Rodgers. 2001. Approaches and Methods in Language Teaching, 2nd edition. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Richards, Keith. 2005. “Introduction.” In Applying Conversation Analysis, ed. by Keith Richards and Paul Seedhouse, 1–18. Basingstoke, UK: Palgrave Macmillan.DOI logoGoogle Scholar
Richards, Keith, and Paul Seedhouse (eds). 2005. Applying Conversation Analysis. Basingstoke, UK: Palgrave Macmillan.DOI logoGoogle Scholar
Robinson, Jeffrey D. 2014. “Overall Structural Organization.” In The Handbook of Conversation Analysis, ed. by Jack Sidnell and Tanya Stivers, 257–280. West Sussex, UK: Wiley Blackwell.Google Scholar
Robinson, Jeffrey D., and John Heritage. 2014. “Intervening with Conversation Analysis: The Case of Medicine.” Research on Language and Social Interaction 47 (3): 201–218.DOI logoGoogle Scholar
Rogers, Everett M. 2003. Diffusions of Innovations, 5th edition. New York, NY: Free Press.Google Scholar
Romaine, Suzanne. 1989. Bilingualism. Oxford, UK: Blackwell.Google Scholar
Rowe, Mary Budd. 1974. “Wait‐time and Rewards as Instructional Variables, Their Influence on Language, Logic, and Fate Control: Part One‐Wait‐Time.” Journal of Research in Science Teaching 11 (2): 81–94. DOI logo.Google Scholar
. 1986. “Wait-time: Slowing Down May be a Way of Speeding Up!Journal of Teacher Education 37 (1): 43–50. DOI logo.Google Scholar
Sacks, Harvey. 1984. “Notes on Methodology.” In Structures of Social Action, ed. by J. Maxwell Atkinson and John Heritage, 21–27. Cambridge, UK: Cambridge University Press.Google Scholar
. 1985. “‘On Doing “Being ordinary’.” In Structures of Social Action. Studies in Emotion and Social Interaction, ed. by J. Maxwell Atkinson, 413–429. Cambridge, UK: Cambridge University Press.Google Scholar
. 1992. “April 12: Long Sequences.” In Lectures on Conversation Volume 2, ed. by Gail Jefferson, 354–359. Oxford, UK: Blackwell.Google Scholar
. 1995. Lectures on Conversation, Volume 2. Oxford, UK: Blackwell.DOI logoGoogle Scholar
Sacks, Harvey, and Emanuel A. Schegloff. 1979. “Two Preferences in the Organization of Reference to Persons in Conversation and Their Interaction.” In Everyday Language: Studies in Ethnomethodology, ed. by George Psathas, 15–21. New York, NY: Irvington.Google Scholar
Sacks, Harvey, Emanuel A. Schegloff, and Gail Jefferson. 1974. “A Simplest Systematics for the Organization of Turn-taking for Conversation.” Language 50: 696–735.DOI logoGoogle Scholar
. 1978. “A Simplest Systematics for the Organization of Turn Taking in Conversation.” In Studies in the Organization of Conversational Interaction, ed. by Jim Schenkein, 7–55. New York, NY: Academic Press.DOI logoGoogle Scholar
Sato, Masatoshi, and Susan Ballinger (eds). 2016. Peer Interaction and Second Language Learning: Pedagogical Potential and Research Agenda. Amsterdam: John Benjamins Publishing Company.DOI logoGoogle Scholar
Schegloff, Emanuel A. 1986. “The Routine as Achievement.” Human Studies 9: 111–151.DOI logoGoogle Scholar
1987. “Between Micro and Macro: Context and Other Connections.” In The Micro-Macro Link, ed. by Jeffrey C. Alexander, Bernhard Giesen, Richard Munch and Neil J. Smelser, 207–234. Berkeley and Los Angeles: University of California Press.Google Scholar
1988. “Presequences and Indirection. Applying Speech Act Theory to Ordinary Conversation.” Journal of Pragmatics 12: 55–62.DOI logoGoogle Scholar
1996a. “Some Practices for Referring to Persons in Talk-in-interaction: A Partial Sketch of a Systematics.” In Studies in Anaphora Volume 33, ed. by Barbara A. Fox, 437–485. Amsterdam/Philadelphia: John Benjamins Publishing Company.DOI logoGoogle Scholar
. 1996b. “Turn Organization: One Intersection of Grammar and Interaction.” In Interaction and Grammar, ed. by Elinor Ochs, Sandra Thompson and Emanuel A. Schegloff, 52–133. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
2007. Sequence Organization in Interaction. A Primer in Conversation Analysis Volume 1. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
2010. “Some Other U(h)ms .” Discourse Processes 47: 130–174.DOI logoGoogle Scholar
2011. “Word Repeats as Unit Ends.” Discourse Studies 13: 367–380.DOI logoGoogle Scholar
Schegloff, Emanuel A., Gail Jefferson, and Harvey Sacks. 1977. “The Preference for Self-correction in the Organization of Repair in Conversation.” Language 53: 361–382.DOI logoGoogle Scholar
Schenkein, Jim. 1978. “A Sketch of an Analytic Mentality for the Study of Conversational Interaction.” In Studies in the Organization of Conversational Interaction, ed. by Jim Schenkein, 1–6. New York, NY: Academic Press.DOI logoGoogle Scholar
Schmitt, Norbert. 2000. Vocabulary in Language Teaching. Cambridge, UK: Cambridge University Press.Google Scholar
Scott, Virginia M., and Maria J. De La Fuente. 2008. “What’s the Problem? L2 Learners’ Use of the L1 During Consciousness-raising, Form-focused Tasks.” The Modern Language Journal 92: 100–113. DOI logo.Google Scholar
Sebba, Mark, Mahootian Shahrzad, and Carla Jonsson. 2012. Language Mixing and Code-switching in Writing: Approaches to Mixed-language Written Discourse. London: Routledge.DOI logoGoogle Scholar
Sebba, Mark, and Anthony Wootton. 1998. “We, They and Identity: Sequential Versus Identity-related Explanation in Code-switching.” In Code-switching in Conversation, ed. by Peter Auer, 262–286. London: Routledge.Google Scholar
Seedhouse, Paul. 1995. “L2 Classroom Transcripts: Data in Search of a Methodology.” TESL EJ 1 (4): 1–16.Google Scholar
. 1997. “The Case of Missing “No”: The Relationship Between Pedagogy and Interaction.” Language Learning 47 (3): 547–583.DOI logoGoogle Scholar
. 1999. “The Relationship Between Context and the Organization of Repair in the L2 Classroom.” International Review of Applied Linguistics 37 (1): 59–80.Google Scholar
. 2004. The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, MA: Blackwell.Google Scholar
. 2005. “Conversation Analysis and Language Learning.” Language Teaching: The International Abstracting Journal for Language Teachers, Educators and Researchers 38 (4): 165–187.DOI logoGoogle Scholar
. 2008. “Learning to talk the talk: Conversation analysis as a tool for induction of trainee teachers.” In Professional Encounters in TESOL, ed. by Sue Garton and Keith Richards, 42–57. Basingstoke: Palgrave Macmillan.DOI logoGoogle Scholar
Seedhouse, Paul, and Maria Egbert. 2006. “The Interactional Organisation of the IELTS Speaking Test.” IELTS Research Reports 6: 161–206. IELTS Canberra, Australia and British Council, London.Google Scholar
Seedhouse, Paul, and Andrew Harris. 2011. “Topic Development in the IELTS Speaking Test. IELTS Research Reports 12: 55–110. IELTS Canberra, Australia and British Council, London.Google Scholar
Seedhouse, Paul and Sandra Morales. 2017. “Candidates Questioning Examiners in the IELTS Speaking Test: An Intervention Study”. IELTS Research Reports Online Series, No. 5. British Council, Cambridge English Language Assessment and IDP: IELTS Australia. [URL].
Seedhouse, Paul, Fumiyo, Nakatsuhara, Nick Saville, and Fiona Barker. 2018. The Discourse of the IELTS Speaking Test: Interactional Design and Practice. Cambridge: Cambridge University Press.Google Scholar
Selting, Margaret. 1992. “Prosody in Conversational Questions.” Journal of Pragmatics 17: 315–345.DOI logoGoogle Scholar
Sert, Olcay. 2005. “The Functions of Code-switching in ELT Classrooms.” The Internet TESL Journal 11 (8). [URL].
. 2015. Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press.Google Scholar
Setati, Mamokgethi, Jill Adler, Yvonne Reed, and Abdool Bapoo. 2002. “Incomplete Journeys: Code-switching and Other Language Practices in Mathematics, Science and English Language Classrooms in South Africa.” Language and Education 16 (2): 128–149.DOI logoGoogle Scholar
Shaw, Rebecca, and Celia Kitzinger. 2007. “Memory in Interaction: An Analysis of Repeat Calls to a Home Birth Helpline.” Research on Language and Social Interaction 40 (1): 117–144.DOI logoGoogle Scholar
Shin, Sarah J., and Lesley Milroy. (2000). “Conversational Code-switching Among Korean-English Bilingual Children.” International Journal of Bilingualism 4: 351–384.DOI logoGoogle Scholar
Sidnell, Jack. 2010. Conversation Analysis. West Sussex, UK: Wiley Blackwell.Google Scholar
. 2013. “Basic Conversation Analytic Methods.” In The Handbook of Conversation Analysis, ed. by Jack Sidnell and Tanya Stivers, 77–99. West Sussex, UK: Wiley Blackwell.Google Scholar
Sidnell, Jack, and Tanya Stivers (eds). 2013. The Handbook of Conversation Analysis. West Sussex, UK: Wiley Blackwell.Google Scholar
Skolverket [Swedish National Agency for Education]. 2009. With Another Mother Tongue: Students in Compulsory School and the Organization of Teaching and Learning (321). [URL].
. 2011. Curriculum for the Compulsory School, Preschool Class and the Recreation Centre 2011. Stockholm: Fritzes.Google Scholar
. 2017. Promemoria Students and Compulsory School Divisions for the 2016/17 School Year. [URL].
Slotte-Lüttge, Anna. 2007. “Making Use of Bilingualism–Construction of a Monolingual Classroom, and its Consequences.” International Journal of the Sociology of Language 187–188): 103–128. DOI logo.Google Scholar
Sorjonen, Maria-Leena, and John Heritage. 1991. And-prefacing as a feature of question design. In Leikkauspiste, ed. by Lea Laitinen, Pirkko Nuolijärvi and Mirja Saari, 59–74. Helsinki, Finland: Suomalaisen Kirjallisuuden Seura.Google Scholar
Spetz, Jenny. 2014. Debatterad och Marginaliserad: Perspektiv på Modersmålsundervisningen [Debated and Marginalized: Perspectives on Mother Tongue Instruction], Volume 6. Stockholm: The Language Council of Sweden.Google Scholar
St John, Oliver. 2010. “Bilingual Lexical Interillumination in the Foreign Language Classroom.” Language, Culture and Curriculum 23 (3): 199–218. DOI logo.Google Scholar
St John, Oliver, and Jakob Cromdal. 2016. “Crafting Instructions Collaboratively: Student Questions and Dual Addressivity in Classroom Task Instructions.” Discourse Processes 53 (4): 252–279.DOI logoGoogle Scholar
Steinbach-Kohler, Fee, and Steven L. Thorne. 2011. “The Social Life of Self-directed Talk: A Sequential Phenomenon?” In L2 Interactional Competence and Development, ed. by Joan K. Hall, John Hellermann and Simona Pekarek Doehler, 66–92. Bristol, UK: Multilingual Matters.Google Scholar
Stevanovic, Melissa, and Anssi Peräkylä. 2012. “Deontic Authority in Interaction: The Right to Announce, Propose, and Decide.” Research on Language and Social Interaction 45 (3): 297–321.DOI logoGoogle Scholar
Still, Arthur, and Costall, Alan (eds.) 1991. Against Cognitivism: Alternative Foundations for Cognitive Psychology. Hemel Hempstead: Harvester Wheatsheaf.Google Scholar
Stivers, Tanya, Nick. J. Enfield, Penelope Brown, Christina Englert, Makoto Hayashi, Trine Heinemann, Gertie Hoymann, Federico Rossano, Jan Peter de Ruiter, Kyung-Eun Yoon, and Stephen C. Levinson. 2009. “Universals and Cultural Variation in Turn-taking in Conversation.” Proceedings of the National Academy of Sciences of the United States of America 106 (26): 10587–10592. DOI logo.Google Scholar
Stivers, Tanya, Lorenza Mondada, and Jakob Steensig. 2011. “Knowledge, Morality and Affiliation in Social Interaction.” In The Morality of Knowledge in Conversation, ed. by Tanya Stivers, Lorenza Mondada and Jakob Steensig, 3–26. Cambridge, UK: Cambridge University Press.DOI logoGoogle Scholar
Stivers, Tanya, and Jeffrey D. Robinson. 2006. “A Preference for Progressivity in Interaction.” Language in Society 35 (3): 367–392.DOI logoGoogle Scholar
Stivers, Tanya, and Federico Rossano. 2010. “Mobilizing Response.” Research on Language and Social Interaction 43: 3–31. DOI logo.Google Scholar
Stokoe, Elizabeth. 2011. “Stimulated Interaction and Communication Skills Training: The ‘Conversation-analytic Role-play Method’.” In Applied Conversation Analysis: Intervention and Change in Institutional Talk, ed. by Charles Antaki, 119–139. Basingstoke, UK: Palgrave Macmillan.DOI logoGoogle Scholar
. 2014. “The Conversation Analytic Role-play Method (CARM): A Method for Training Communication Skills as an Alternative to Simulated Role-play. Research on Language and Social Interaction 47 (3): 255–265. DOI logo.Google Scholar
Storch, Neomy, and Gillian Wigglesworth. 2003. “Is There a Role for the Use of the L1 in an L2 Setting?TESOL Quarterly 37 (4): 760–770.DOI logoGoogle Scholar
Stroud, Christopher. 1998. “Perspectives on Cultural Variability of Discourse and Some Implications for Code-switching.” In Code-Switching in Conversation. Language, Interaction and Identity, ed. by Peter Auer, 321–348. London: Routledge.Google Scholar
Suchman, Lucy. 2007. Human-Machine Reconfigurations. Plans and Situated Actions. Cambridge, UK: Cambridge University Press.Google Scholar
Svennevig, Jan. 2013. “Reformulation of Questions with Candidate Answers.” International Journal of Bilingualism 17 (2): 189–204.DOI logoGoogle Scholar
Swain, Merrill, and Sharon Lapkin. 2000. “Task-Based Second Language Learning: The Uses of the First Language.” Language Teaching Research 4 (3): 251–274.DOI logoGoogle Scholar
. 2001. “Focus on Form Through Collaborative Dialogue: Exploring Task Effects.” In Researching Pedagogic Tasks. Second Language Learning, Teaching and Testing, ed. by Martin Bygate, Peter Skehan and Merrill Swain, 99–117. London: Longman.Google Scholar
. 2013. “A Vygotskian Sociocultural Perspective on Immersion Education: The L1/L2 Debate.” Journal of Immersion and Content-Based Language Education 1 (1): 101–129.DOI logoGoogle Scholar
Swedish Schools Inspectorate. 2010. Språk-och Kunskapsutveckling för Barn Och Elever Med Annat Modersmål än Svenska [Language and Knowledge Development for Children and Students with Another Mother Tongue] (16). [URL].
Swedish Research Council. 2002. Forskningsetiska principer inom humanistisk-samhällsvetenskaplig forskning [Ethical Principles for Research in the Arts and Social Sciences]. Stockholm: Vetenskapsrådet Tryck: Elanders Gotab. [URL].
Tang, Jinlin. 2002. “Using L1 in the English Classroom.” English Teaching Forum 40 (1): 36–43.Google Scholar
Tarone, Elaine, and Merrill Swain. 1995. “A Sociolinguistic Perspective on Second Language Use in Immersion Classrooms.” The Modern Language Journal 79 (1): 166–178.DOI logoGoogle Scholar
ten Have, Paul. 1989. “The Consultation as a Genre.” In Text and Talk as Social Practice: Discourse Difference and Division in Speech and Writing, ed. by Brian Torode, 115–135. Dordrecht, Holland: Foris Publications.Google Scholar
. 1999. Doing Conversation Analysis: A Practical Guide. Los Angeles, CA: Sage Publications.Google Scholar
. 2007. Doing Conversation Analysis, 2nd edition. London: Sage Publications.DOI logoGoogle Scholar
Theodórsdóttir, Guðrún, and Kolbrún Friðriksdóttir. 2013. “Íslenskuþorpið: Leið til Pátttöku í Daglegum Samskiptum á Íslensku [The Icelandic Village: Guided Participation in interaction in Icelandic].” Milli Mála, 13–42.Google Scholar
Torras, Maria-Carme, and Joseph Gafaranga. 2002. “Social Identities and Language Alternation in Non-formal Institutional Bilingual Talk: Trilingual Service Encounters in Barcelona. Language in Society 31: 527–548.DOI logoGoogle Scholar
Tran, Huong Quynh. (2016). “Topic Extension in Discussions Among Learners of English in Vietnam”. Doctoral thesis, Monash University, Melbourne, Australia.Google Scholar
“Transcription Key” [online]. Australian Journal of Communication 40 (2): 119–123. [URL]
Turnbull, Miles. 2001. “There is a Role for the L1 in Second and Foreign Language Teaching, but . . .”. Canadian Modern Language Review 57 (4): 531–540.DOI logoGoogle Scholar
Turnbull, Miles, and Kay Arnett. 2002. “Teachers’ Uses of the Target and First Languages in Second and Foreign Language Classrooms.” Annual Review of Applied Linguistics 22: 204–218.DOI logoGoogle Scholar
Turnbull, Miles, and Jennifer Dailey-O’Cain (eds). 2009a. First Language Use in Second and Foreign Language Learning. Bristol, Buffalo, Toronto: Multilingual Matters.Google Scholar
. 2009b. “Introduction.” In First Language Use in Second and Foreign Language Learning, ed. by Miles Turnbull and Jennifer Dailey-O’Cain, 1–14. Bristol, Buffalo, Toronto: Multilingual Matters.Google Scholar
Unamuno, Virginia. 2008. “Multilingual Switch in Peer Classroom Interaction.” Linguistics and Education, 19: 1–19.DOI logoGoogle Scholar
Üstünel, Eda. 2004. “The Sequential Organization of Teacher-initiated and Teacher-induced Code-switching in a Turkish University EFL Setting.” Doctoral thesis, University of Newcastle-upon-Tyne, The United Kingdom.Google Scholar
. 2016. EFL Classroom Code-switching. Basingstoke, UK: Palgrave Macmillan.DOI logoGoogle Scholar
Üstünel, Eda, and Paul Seedhouse. 2005. “Why That, in That Language, Right Now? Code-switching and Pedagogical Focus.” International Journal of Applied Linguistics 15 (3): 302–325.DOI logoGoogle Scholar
van der Meij, Hans, and Xiaoguang Zhao. 2010. “Codeswitching in English Courses in Chinese Universities.” The Modern Language Journal 94 (3): 396–411. DOI logo.Google Scholar
van der Walt, Christa. 2009. “The Functions of Code Switching in English Language Learning Classes.” Per Linguam: A Journal of Language Learning 25 (1): 30–43.Google Scholar
van Langenhove, Luk, and Rom Harré. 1993. “Positioning and Autobiography: Telling Your Life.” In Discourse and Lifespan Identity, ed. by Nikolas Coupland and Jon F. Nussbaum, 81–99. London: Sage.Google Scholar
Vu, Nha T. T., and Anne Burns. 2014. “English as a Medium of Instruction: Challenges for Vietnamese Tertiary Lecturers.” The Journal of Asia TEFL 11 (3): 1–31. DOI logo.Google Scholar
Vygotsky, Lev S. 1934/2008. Myshlenie i Rech: Osnovopolagaiushchie Proisvedeniia. Klassika Otechestvennoi Psikhologii [Thought and Language: Main Works. Classics of Native Land psychology]. Moskva: Khranitel.Google Scholar
Wagner, Johannes. 2015. “Designing for Language Learning in the Wild: Creating Social Infrastructures for Second Language Learning.” In Usage-based Perspectives on Second Language Learning, ed. by Teresa Cadierno and Søren W. Eskildsen, 75–101. Berlin, Germany: Mouton De Gruyter.DOI logoGoogle Scholar
Walsh, Steve. 2011. Exploring Classroom Discourse: Language in Action. Abingdon, UK/New York, NY: Routledge.DOI logoGoogle Scholar
. 2012. “Conceptualising Classroom Interactional Competence.” Novitas-ROYAL (Research on Youth and Language) 6 (1): 1–14.Google Scholar
. 2016. “Applying Corpus Linguistics and Conversation Analysis in the Investigation of Samll Group Teaching in Higher Education.” In Working with Text and Around Text in Foreign Language Environments, ed. by Halina Chodkiewicz, Piotr Steinbrich and Malgorzata Krzemińska-Adamek, 205–222. Switzerland: Springer.DOI logoGoogle Scholar
Waring, Hansun Z. 2016. Theorizing Pedagogical Interaction: Insights from Conversation Analysis. New York: Taylor Francis.Google Scholar
Waring, Hansun Z., Catherine D. Box, and Sarah C. Creider. 2016. “Problematizing Vocabulary in the Second Language Classroom: Unilateral and Bilateral Approaches.” Journal of Applied Linguistics and Professional Practice 10 (1): 87–108. DOI logo.Google Scholar
. 2016. “Problematizing Vocabulary in the Second Language Classroom: Unilateral and Bilateral Approaches.” Journal of Applied Linguistics and Professional Practice, Equinox 10 (1): 87–108.DOI logoGoogle Scholar
Waring, Hansun Z., Sarah C. Creider, and Catherine D. Box. 2013. “Explaining Vocabulary in the Second Language Classroom: A Conversation Analytic Account.” Learning, Culture and Social Interaction 2 (4): 249–264. DOI logo.Google Scholar
Waters, Alan. 2009. “Managing Innovation in English Language Education.” Language Teaching 42: 421–458.DOI logoGoogle Scholar
Webb, Stuart, and Paul Nation. 2017. How Vocabulary is Learned. Oxford: Oxford University Press.Google Scholar
Wei, Li. 1994. Three Generations, Two Languages, One Family: Language Choice and Language Shift in a Chinese Community in Britain. Clevedon, UK: Multilingual Matters.Google Scholar
. 1998. “The Why and How Questions in the Analysis of Conversational Code-switching.” In Code-Switching in Conversation: Language, Interaction and Identity, ed. by Peter Auer, 156–176. London: Routledge.Google Scholar
. 2002. “What do You Want Me to Say? On the Conversation Analysis Approach to Bilingual Interaction.” Language in Society 31: 159–180.DOI logoGoogle Scholar
. 2005a. “‘How Can You Tell?’ Towards a Common Sense Explanation of Conversational Code-switching.” Journal of Pragmatics 37: 375–389.DOI logoGoogle Scholar
. 2005b. “Starting from the Right Place: Introduction to the Special Issue on Conversational Code-Switching.” Journal of Pragmatics 37: 275–279.DOI logoGoogle Scholar
. 2007. “A User-friendly Linguistics.” International Journal of Applied Linguistics 17: 117–119.DOI logoGoogle Scholar
2011. “Multilinguality, Multimodality, and Multicompetence: Code- and Modeswitching by Minority Ethnic Children in Complementary Schools.” The Modern Language Journal 95 (3): 370–384.DOI logoGoogle Scholar
. 2018. “Translanguaging as a Practical Theory of Language”. Applied Linguistics 39 (1): 9–30.DOI logoGoogle Scholar
Wei, Li and Chao-Jung Wu. 2009. “Polite Chinese Children Revisited: Creativity and the Use of Codeswitching in the Chinese Complementary School Classroom.” International Journal of Bilingual Education and Bilingualism 12 (2): 193–211.DOI logoGoogle Scholar
Weinreich, Uriel. 1953 [1963]. Languages in Contact: Findings and Problems. The Hague: Mouton.Google Scholar
Whalen, Marilyn R., and Don E. Zimmerman. 1990. “Describing Trouble: Epistemology in Citizens’ Call to the Police.” Language in Society 19: 465–492.DOI logoGoogle Scholar
Whalen, Jack, Don E. Zimmerman, and Marilyn R. Whalen. 1988. “When Words Fail: A Single Case Analysis.” Social Problems 35: 435–462.DOI logoGoogle Scholar
Wilkinson, Ray. 2014. “Intervening with Conversation Analysis in Speech and Language Therapy: Improving Aphasic Conversation.” Research on Language and Social Interaction 47 (3): 219–238.DOI logoGoogle Scholar
Wilkinson, Sue. 2011. “Improving Ethnic Monitoring on a Telephone Helpline.” In Applied Conversation Analysis: Intervention and Change in Institutional Talk, ed. by Charles Antaki, 119–139. Basingstoke, UK: Palgrave Macmillan.DOI logoGoogle Scholar
Wong, Jean. 2002. “Applying Conversation Analysis in Applied Linguistics: Evaluating Dialogue in English as a Second Language Textbooks.” International Review of Applied Linguistics 40 (1): 37–60.DOI logoGoogle Scholar
. 2008. “Answering My Call: A Look at Telephone Closings.” In Conversation Analysis and Language, ed. by Hugo Bowles and Paul Seedhouse, 271–304. Bern, Switzerland: Peter Lang.Google Scholar
Wong, Jean, and Hansun Z. Waring. 2010. Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers. New York, NY: Routledge.DOI logoGoogle Scholar
Wooffitt, Robin. 2001. “Researching Psychic Practitioners: Conversation Analysis.” In Discourse as Data, ed. by Margaret Wetherell, Stephanie Taylor and Simeon J. Yates, 49–9. London: Sage Publications.Google Scholar
. 2005. Conversation Analysis and Discourse Analysis. London: Sage Publications.DOI logoGoogle Scholar
You, Hie-Jung. 2015. “Reference to Shared Past Events and Memories.” Journal of Pragmatics 87: 238–250.DOI logoGoogle Scholar
Young, Richard, and Agnes W. He. 1998. Talking and Testing: Discourse Approaches to the Assessment of Oral Proficiency. Amsterdam: John Benjamins Publishing Company.DOI logoGoogle Scholar
Zemel, Alan, and Timothy Koschmann. 2011. “Pursuing a question: Reinitiating IRE sequences as a method of instruction.” Journal of Pragmatics 43 (2): 475–488.DOI logoGoogle Scholar
Zhu, Hua, Paul Seedhouse, Li Wei, and Vivian Cook (eds). 2007. Language Learning/Teaching as Social (Inter)Action. London: Palgrave Macmillan.Google Scholar
Ziegler, Gudrun, Olcay Sert, and Natalia Durusa. 2012. “Student-initiated Use of Multilingual Resources in English-language Classroom Interaction: Next-turn Management.” Classroom Discourse 3 (2): 187–204.DOI logoGoogle Scholar