This book offers a close investigation of interactional practices in L2 classrooms, and provides a deeper appreciation of the processes involved in the co-construction of understanding and knowledge in settings for instructed language learning. Using Conversation Analysis, and referring to epistemic, multimodal, and multilingual resources, Olcay Sert explicates key interactional and pedagogical practices observed in language classrooms by closely examining the verbal and nonverbal features of teacher-student interaction; for example, gaze, gestures and orientations to classroom artefacts. With an emphasis on the multimodal and multilingual resources, this is one of the first studies to comprehensively address these issues in L2 classrooms with a clear theoretical and practical underpinning, and is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics. ; This book offers a close investigation of interactional practices in L2 classrooms. With an emphasis on the multimodal and multilingual resources, this is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics.
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Sert’s must read book introduces conversation analysis to readers who are not familiar with the power of this methodology, while simultaneously providing a detailed theoretical discussion of cutting edge issues in the field. And his contributions to understanding teacher education as a data driven enterprise are both provocative and enlightening.
Olcay Sert is an assistant professor of Applied Linguistics at Hacettepe University and is the director of HUMAN (Hacettepe University Micro-Analysis Network) Research Centre. His main research approach is Conversation Analysis and his research deals primarily with classroom discourse, interactional competence, and language teacher education. His work has appeared in a number of international journals including TESOL Quarterly, Language and Education and Journal of Pragmatics.