Conversation Analysis and Language Teacher Education: Intervention Studies
2025 (English)Collection (editor) (Refereed)
Abstract [en]
Reconceptualizing intervention and change in conversation analytic perspectives, this volume not only illustrates actual, rather than imagined, ways of conducting CA-informed interventions in a variety of teacher-training contexts around the globe but also documents the impact of such interventions on teacher development.
-Reconceptualizes intervention and change in conversation analytic terms
-Offers the first book-length documentation of tangible impact of conversation analysis on language teacher education
Showcases actual ways of implementing conversation analysis in teacher-training contexts from around the world
Place, publisher, year, edition, pages
Springer, 2025.
Keywords [en]
Teaching, Teacher Education, Language Education, Conversation Analysis, Didactics
National Category
Educational Sciences Languages and Literature Pedagogy Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-73125DOI: 10.1007/978-3-031-88310-1ISBN: 978-3-031-88309-5 (print)ISBN: 978-3-031-88310-1 (electronic)ISBN: 978-3-031-88312-5 (print)OAI: oai:DiVA.org:mdh-73125DiVA, id: diva2:1992668
Note
“The contributors to this volume have intentionally moved CA beyond a descriptive methodology to recognizing how CA-influenced decisions and procedures can, and do, result in productive changes in teachers’ interactional and instructional pedagogies. A gift to the field of Language Teacher Education, this volume offers rich data-driven evidence of the material impact of engagement with CA on the professional development of language teachers.” (Karen E. Johnson, The Pennsylvania State University, USA)
“The contributors illustrate how CA-based frameworks can help both pre-service and in-service language teachers sharpen their professional vision and enhance their pedagogical skills, making a compelling case for integrating CA into language teacher education while offering concrete guidance for developing teachers' interactional awareness and competence. This groundbreaking volume will be a key reading in both Applied Linguistics and TESOL programmes.” (Steve Mann, University of Warwick, UK)
“Conversation Analysis (CA) should be an integral part of teacher-training programs. This plea is convincingly made in this new volume. After many years of CA studies of classroom interaction, it was only a matter of time before CA should enter teacher-training programs. The reports from the US, Sweden, Germany, Türkiye and Japan in this volume show that that time is now.” (Tom Koole, University of Groningen, The Netherlands)
2025-08-282025-08-282025-10-10Bibliographically approved