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Episode 7: Carefully observing language classroom interaction through Conversation Analysis

Show notes:
Harvey Sacks and Emmanuel Schlegoff Their 1973 study, which more or less became a standard for Conversation Analysis as a research approach and methodology: Schegloff, E. A., & Sacks, H. (1973). Opening up closings. https://www.degruyter.com/document/doi/10.1515/semi.1973.8.4.289/pdf?casa_token=43RDsMKs_5oAAAAA:Jy-8YLnSq1q62HsoHqXvozp4_E32PaP5q0f6qKyj43KC99eWiyXXG8CWltMqiCmURz7dVcy-dO6ORQ

IB (International Baccalaureate) schools final examination: Sustaining interaction: Criterion C is mentioned in this overview of IB schooling: https://www.ibo.org/globalassets/new-structure/brochures-and-infographics/pdfs/myp-brief-language-acquisition-2020-en.pdf

Heritage & Clayman (2010) article (Reed left out two of the authors’ names when he spoke, apologies): Clayman, S. E., Elliott, M. N., Heritage, J., & Beckett, M. K. (2010). A watershed in White House journalism: Explaining the post-1968 rise of aggressive presidential news. Political Communication, 27(3), 229-247. https://www.tandfonline.com/doi/pdf/10.1080/10584609.2010.496712

Olcay Sert (2015) book: Sert, O. (2015). Social interaction and L2 classroom discourse. Edinburgh University Press. https://books.google.com/books?hl=en&lr=&id=JBIlDQAAQBAJ&oi=fnd&pg=PP1&dq=olcay+sert+2015&ots=DLVDZV8frV&sig=2Go1dqUTwVfh5rxgr6IDs3YvWY0#v=onepage&q=olcay%20sert%202015&f=false

Paul Seedhouse book that Diane has a lot of places marked with tabs, and which she read from sections of pp. 58-59 and p. 62: Seedhouse, P. (2004). The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Language Learning, 54(Suppl1), x–300. https://doi.org/10.1111/j.1467-9922.2004.00266.x

My dissertation: Neubauer, D. (2022). Chinese language instruction with novice learners: target language topic development, engagement, and comprehension in online and hybrid classrooms (Doctoral dissertation, The University of Iowa). https://iro.uiowa.edu/view/pdfCoverPage?instCode=01IOWA_INST&filePid=13851224420002771&download=true

Study related to language play by Diane & Reed:

Neubauer, D., & Riggs, R. (2024). Pedagogical language play in a beginning L2 Chinese classroom. Heteroglossia and Language Play in Multilingual Speech: Pedagogical and Theoretical Implications, ch. 9, 91-116. https://www.degruyter.com/document/doi/10.1515/9783110787696/

[Did you know it is often permitted for authors of a study to share a copy of their published work, if you contact them directly and ask? Conversationsaboutlanguage @ gmail.com

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Episode 6: Planning: "Communication for language" versus "language for communication" Show Notes:

Reed mentioned a research study we did related to language play at the Agen Workshop. That is here:

Neubauer, D., & Riggs, R. (2024). Chapter 5 Pedagogical language play in a beginning L2 Chinese classroom. In L. Darren & T. Elaine (Eds.), Heteroglossia and Language Play in Multilingual Speech (pp. 91-116). Berlin, Boston: De Gruyter Mouton.

(Did you know you can ask researchers directly for a copy of their published research? conversationsaboutlanguage at gmail.com)

Laurie Clarcq, Spanish teacher & teacher trainer: http://www.heartsforteaching.com/

Claudia Elliott and her podcast, Growing with Proficiency: https://growingwithproficiency.com/growing-with-proficiency-the-podcast/

We mentioned the Present, Practice, Produce model of instruction (we are not recommending this), Skill Acquisition Theory (Robert DeKeyser), and Behaviorism

Season 1, Episode 4 was about Diane & Reed teacher experiences and trajectory: https://www.buzzsprout.com/2325378/episodes/14822099

Reed’s article in Hawai`i TESOL:

Riggs, R. (2023). Natural re-use of language through open topic spaces. The Word, 32(2), 15-17. Hawai‘i TESOL. https://hawaiitesol.org/news/newsletter/newsletter-archive/​

Diane’s parents learning Mandarin Chinese (the audio quality is low, that was impromptu recording): https://www.youtube.com/playlist?list=PLCaX8Z4AkGZrmMNMTNomuJiJpl8y3xB_p

Paul Seedhouse book 2004 mentions a Form-and-accuracy context and a Meaning-and-fluency context in language classroom interaction:

Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Language Learning.

On psychosocial & cognitive informational purposes for communication:

VanPatten, B. (2017). While We're on the Topic: BVP on Language, Acquisition, and Classroom Practice. ACTFL.

Ngan Ta, teacher educator and Mandarin Chinese language teacher: https://www.linkedin.com/in/nganhata

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Episode 5 of Conversations about Language Teaching: What can language teachers get from research?

Show Notes:

Video (8m 31s) by Mango Languages, What is Second Language Acquisition (SLA)? | Science Behind Language Learning https://youtu.be/WZZUCykPQWE

Diane mentioned this article as an example of how a research article is structured, and what the early sections of the article aims to do or not do (free to read & download):

Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?. The Modern Language Journal, 94(1), 103-115. https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-4781.2009.00986.x

Reed mentioned Patsy Lightbown’s article (free to read & download):

Lightbown, P. M. (1985). Great expectations: Second-language acquisition research and classroom teaching. Applied Linguistics, 6(2), 173-189. https://www.researchgate.net/profile/Patsy-Lightbown/publication/30989447_Great_Expectations_Second-Language_Acquisition_Research_and_Classroom_Teaching/links/54b687380cf2e68eb27e9aaf/Great-Expectations-Second-Language-Acquisition-Research-and-Classroom-Teaching.pdf

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