Teacher Practices in Establishing Understanding in a Foreign Language Classroom

Anna FILIPI

Assisting the Client in Aphasia Speech Therapy: A Sequential and Multimodal Analysis of Cueing Practices

Sara MERLINO

Learner Initiative in the Spanish as a Foreign Language Classroom: Implications for the Interactional Development

Jaume Batlle RODRIGUEZ, Isabel Murillo WILSTERMANN

Challenging and Objecting: Functions of Third Position Turns in Student-Initiated Question Sequences

Saija MERKE

Refining Musical Performance through Overlap

Sam DUFFY, Patrick G T HEALEY

‘Can anyone help her?’: Managing Student Embarrassment in the Adult ESL Classroom

Ann Tai CHOE

Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms

Rizwan-Ul HUQ

Doing Exploratory Talk in the Language Classroom: A Sequential Account

Nancy BOBLETT

Conversation Analysis in Language Teacher Education: An Approach for Reflection Through Action Research

Alexander NANNI, Daniel HOOPER, Chris Carl HALE

‘What Can We Do to Talk More?’: Analysing Language Learners’ Online Interaction

Melinda DOOLY, Nuriya DAVITOVA

Category-Bound Rights and Obligations of Young EFL Learners in Denmark: The Case of (Extreme) Differentiation

Maria Vanessa AUS DER WIESCHEN

Script Proposals in Undergraduate Supervision

Marion WEST

A Chorus Line: Engaging (or Not) with the Open Floor

Christine JACKNICK, Sarah C CREIDER

Joint Initiation and Joint Feedback: Connecting Collaboration with Pedagogy in Co-teaching

Allie Hope KING

Editorial to the Special Issue ‘Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives’

Ufuk BALAMAN, Olcay SERT, Paul SEEDHOUSE

Teachers′ Demonstrations of Epistemic Access in Teacher-Student Interactions in a Digital Setting

Myrte N GOSEN

From Shared Interaction to Shared Language: Learning a Second Language in an Immersion Kindergarten

Marjo SAVIJÄRVI

High Fidelity Simulation: From Simulation to Debrief, Assessing Leadership and Followership Management

Lucien TISSERAND

Being a Non-expert in L2 English: Constructing Egalitarianism in Group Preparation Work

Eric HAUSER