‘Embracing social interaction in the L2 classroom: perspectives for language teacher education’ – an introduction

Abstract

View related articles View Crossmark data Citing articles: 2 View citing articles EDITORIAL 'Embracing social interaction in the L2 classroom: perspectives for language teacher education'an introduction This special issue arose out of the international interdisciplinary symposium 'From Interaction Research to the Language Classroom: Integrating Academic Research and Teacher Education,' which was held in Hanover, Germany, in September 2017 and funded by Volkswagen Foundation. As did the conference, the special issue reflects our attempts to advance research on language classroom interaction and foreign/second language teaching by promoting the dialogue between scholars working in the fields of Conversation Analysis (CA) and language teaching research. Language teaching research is increasingly interested in the learning process as a social accomplishment and thus in the interaction that takes place in the language classroom between teachers and student(s) as well as among the learners (e.g. Schwab, Hoffmann, and Schön 2017; Limberg and Jäkel 2016). CA research provides suitable empirical tools for the investigation of classroom phenomena. At their intersection, empirical studies provide information on the interactional processes involved in language teaching and learning, which can ultimately inform language teacher training and contribute to its increased professionalization. This special issue further aims to build bridges between research traditions in a geographical sense in that it brings together work by scholars from Europe and North America. By showing that scholars in different parts of the world are working on related issues, and by making this work openly accessible, we hope to contribute to overcoming some of the obstacles which the use of national languages and platforms for scholarly publications occasionally entail. Interaction-oriented classroom research has gathered great momentum internationally, and we believe that the community stands to gain much from leveraging those synergies. All of the five papers collected in this issue take a conversation-analytic approach to analyzing second/foreign language (L2) classroom interaction and strive to make their findings useful for teacher education. Accordingly, we will briefly introduce the CA-for-SLA approach as well as conceptualizations of CA-based teacher training before previewing each contribution and their implications for teacher education. Conversation analysis and (second) language classroom interaction Using CA to investigate interactional phenomena in second/foreign language classrooms with the aim of raising teachers' (educators') 'awareness of the interactional dimensions of language use in context' (Firth and Wagner 1997, 286) is in line with the CA-for-SLA (Second Language Acquisition) tradition. Employing an emic (i.e.

Multimodal Resolution of Overlapping Talk in Video-Mediated L2 Instruction

“…In line with the goal of "[m]aking visible the practices and actions of how L2 teaching is accomplished" (Hall et al 2020, p. 36) in order to produce useful insights to L2 instructors, these findings could integrate evidence-based teacher reflection and professionalization programs (see Hall et al 2020;Glaser et al 2019;Sert 2021;Ekin et al 2021) to leverage L2 instructors' e-classroom interactional competence (Moorhouse et al 2021). Specifically, our finegrained analyses of how simultaneous start-ups are solved could help raise L2 instructors' awareness of the mechanics of dyadic L2 video-mediated instruction.…”

L2 classroom interaction and its links to L2 learners’ developing L2 linguistic repertoires: A research agenda

“…The use of CA methods and adaptations of the CARM approach to improve L2 teacher training is on the rise (see Glaser, Kupetz, & You, 2019, for a discussion on the use of CA in L2 teacher training). An early application is by Sert (2013) who used methods similar to CARM in an L2 language teacher education program to improve classroom interaction practices.…”

Bahasa Guru Dalam Pembelajaran Bahasa Jerman Di Sma

“…Berkaitan dengan hal tersebut, Walsh (2011) menyatakan bahwa analisis interaksi merupakan sebuah instrumen yang memiliki kategori tertentu yang telah ditentukan sebelumnya melalui percobaan yang telah dilakukan di beberapa kelas dengan suasana yang berbeda. Manfaat analisis interaksi menurut Glaser, Kupetz, & You (2019) adalah untuk memberi gambaran bagi guru tentang karakteristik interaksi di kelasnya.…”