Publication details [#61337]

Dooly, Melinda and Vincenza Tudini. 2016. ‘Now we are teachers’: The role of small talk in student language teachers’ telecollaborative task development. Journal of Pragmatics 102 : 38–53.
Publication type
Article in journal
Publication language
Language as a subject
Place, Publisher


This study explores how two student–teachers (based in the US and Spain, trying to become Spanish and English as Foreign Language teachers, respectively) use four small talk varieties (topicalized, co-topical, minimal and brief, cfr. Hudak and Maynard's (2011)), in institutionally-instituted, out-of-class telecollaborative Skype video sessions held over two days. The study spotlights the significant role of co-topical talk, which is at once pro-social and work-linked, in the lead-up to apparently ‘off-topic’ topicalized small talk and the realization of institutional teaching and learning goals in a hybrid context.