In a number of educational contexts, it is common for two or more teachers to "co-teach," or collaborate on-site together in a classroom. Despite the popularity of this arrangement, the body of discourse-analytic literature on co-teaching remains small. In an effort to contribute to the work on co-teacher interaction and, more…

This article explores the types of interactions that take place within "Interactive Groups" when individuals come to a meaningful understanding of mathematics. We discuss the possibility for dialogic talk to unveil the process of learning, and we explore the role that tutors may play in making this process happen. We postulate that…

In line with contemporary constructivist pedagogies, students are frequently expected to learn through interaction in physical education (PE). There is a relatively sophisticated body of literature focusing on learning in groups, peer teaching, and cooperative learning. Current research has not, however, focused on how the body is implicated in…

Conversation Analysis (CA) and Discursive Psychology (DP) reject the view that assumptions about cognitive processes should be used to account for discursive phenomena. Instead, cognitive issues are respecified as discursive phenomena. Discursive psychologists do this by studying discursive practices of talking about mental phenomena and using…

This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning…

The aim of this methodological paper is to expound on and demonstrate the value of conversation-analytical research in the area of (informal) teacher learning. The author discusses some methodological issues in current research on interaction in teacher learning and holds a plea for conversation-analytical research on interactional processes in…

The close study of classroom talk has been an active field of research since the 1970s, when John Furlong made his significant contribution. Focusing particularly on research into teacher-student interactions, we will review the development of this field from the 1970s until the present, considering what has been learned and the educational…

The purpose of this empirical study was to determine the extent to which three different objective analytical methods--sequence analysis, surface cohesion analysis, and lexical cohesion analysis--can most accurately identify specific characteristics of online interaction. Statistically significant differences were found in all points of…

The engagement and adult and peer interaction of 37 young children with a range of disabilities was measured in free play, group, and meal-routine activities in inclusive childcare settings. A significant effect for activity type was found for total engagement, active engagement, and passive engagement, with the children being more engaged in…

In this article we first summarise the main points raised by Morrow (1979) in the publication that formed the core of the Communicative Language Testing discussions at the original Language Testing Forum (1980). We take into consideration issues raised by the 1980 Forum participants when appropriate. We apply Morrow's ideas and issues emerging…

Interactional communicative competence and higher-order thinking have been well documented as two of the biggest challenges for second/foreign language learners (EFL learners). This paper evaluates the use of digital tabletops as tools for problem-solving tasks in groups. The evaluation is based on a preliminary study of an application of the use…

Classroom interactional patterns depend on some contextual, cultural and local factors in addition to the methodologies employed in the classroom. In order to delineate such factors, the focus of classroom interaction research needs to shift from the observables to the unobservables like teachers' and learners' psychological states and cultural…

Leadership is currently viewed as a guarantee for educational quality and reforms, as a crucial component for schools' capacity building and as a major contributor to the transformation of practices. Although an array of leadership studies report on the need for leadership by demonstrating what leaders must do or how leadership practices should be…

Researchers in second language socialization (SLS) often examine those interactions relating to a learner's integration within a target community. Kramsch and Whiteside (2008) noted the importance of "symbolic competence" in this integration. Symbolic competence, defined as the ability to access contextually relevant social and political…

This study investigates contextual features surrounding the use of a first language (L1) in a Japanese university English-as-a-foreign-language (EFL) course during peer interaction in the extended preparation phase leading up to two oral presentation tasks (OP1 and OP3), performed seven months apart. Interaction data were analysed in terms of the…