Cold-calling has been proposed as an effective engagement strategy to enhance student participation in whole-class discussions. However, calling on students who did not volunteer can also be understood as a face-threat. The ways in which teachers accomplish cold-calling could prove critical as to how cold-calling is received. The linguistic,…

Research has demonstrated the important role of co-teacher communication and planning, but relatively little is understood about co-teacher interactions during the act of teaching itself and how these interactions relate to educators' positionings and ongoing identity development. This paper presents a case study of interaction between two…

Research suggests that in linguistically and socially diverse classrooms, teachers should draw on their students' multilingual repertoires. Although several approaches to use students' home languages exist, the accessibility of this knowledge among teachers is still limited. Recently, a holistic approach has been put forward to address the needs…

The Initiation-Response-Feedback (IRF) sequence dominates whole-class talk and results in limited interactional opportunities for students. This article examines multiple-response sequences identified during a practitioner action research project when a teacher set out to change interactions between herself and her young students. Conversation…

Nine teacher educators in their first three years as tenure-track professors in an education faculty established a self-study group in 2006-2007. These professors met once a month to link their teaching and service to scholarship through the self-study of teacher education practices. In addition, members met in pairs or small groups to develop…