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Conversation Analysis and Language Teacher Education: Intervention Studies. Studies in Language Teacher Education. Volume 1

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Title: Conversation Analysis and Language Teacher Education: Intervention Studies. Studies in Language Teacher Education. Volume 1
Language: English
Authors: Olcay Sert, Hansun Zhang Waring (ORCID 0000-0002-0652-568X)
Source: Springer. 2025.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: http://www.springer.com
Peer Reviewed: N
Page Count: 203
Publication Date: 2025
Document Type: Book
Collected Works - General
Descriptors: Discourse Analysis, Language Teachers, Teacher Education, Intervention, Faculty Development, Interaction, Teaching Methods, Foreign Countries
Geographic Terms: United States, Sweden, Turkey, Germany, Japan
DOI: 10.1007/978-3-031-88310-1
ISSN: 2731-510X
2731-5118
Abstract: Reconceptualizing intervention and change in conversation analytic perspectives, this volume not only illustrates actual, rather than imagined, ways of conducting CA-informed interventions in a variety of teacher-training contexts around the globe but also documents the impact of such interventions on teacher development. "The contributors to this volume have intentionally moved CA beyond a descriptive methodology to recognizing how CA-influenced decisions and procedures can, and do, result in productive changes in teachers' interactional and instructional pedagogies. A gift to the field of Language Teacher Education, this volume offers rich data-driven evidence of the material impact of engagement with CA on the professional development of language teachers." (Karen E. Johnson, The Pennsylvania State University, USA) "The contributors illustrate how CA-based frameworks can help both pre-service and in-service language teachers sharpen their professional vision and enhance their pedagogical skills, making a compelling case for integrating CA into language teacher education while offering concrete guidance for developing teachers' interactional awareness and competence. This groundbreaking volume will be a key reading in both Applied Linguistics and TESOL programmes." (Steve Mann, University of Warwick, UK) "Conversation Analysis (CA) should be an integral part of teacher-training programs. This plea is convincingly made in this new volume. After many years of CA studies of classroom interaction, it was only a matter of time before CA should enter teacher-training programs. The reports from the US, Sweden, Germany, Türkiye and Japan in this volume show that that time is now." (Tom Koole, University of Groningen, The Netherlands)
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED676963
Database: ERIC
FullText Text:
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  Data: Conversation Analysis and Language Teacher Education: Intervention Studies. Studies in Language Teacher Education. Volume 1
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  Data: <searchLink fieldCode="AR" term="%22Olcay+Sert%22">Olcay Sert</searchLink><br /><searchLink fieldCode="AR" term="%22Hansun+Zhang+Waring%22">Hansun Zhang Waring</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0652-568X">0000-0002-0652-568X</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: http://www.springer.com
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  Data: Reconceptualizing intervention and change in conversation analytic perspectives, this volume not only illustrates actual, rather than imagined, ways of conducting CA-informed interventions in a variety of teacher-training contexts around the globe but also documents the impact of such interventions on teacher development. "The contributors to this volume have intentionally moved CA beyond a descriptive methodology to recognizing how CA-influenced decisions and procedures can, and do, result in productive changes in teachers' interactional and instructional pedagogies. A gift to the field of Language Teacher Education, this volume offers rich data-driven evidence of the material impact of engagement with CA on the professional development of language teachers." (Karen E. Johnson, The Pennsylvania State University, USA) "The contributors illustrate how CA-based frameworks can help both pre-service and in-service language teachers sharpen their professional vision and enhance their pedagogical skills, making a compelling case for integrating CA into language teacher education while offering concrete guidance for developing teachers' interactional awareness and competence. This groundbreaking volume will be a key reading in both Applied Linguistics and TESOL programmes." (Steve Mann, University of Warwick, UK) "Conversation Analysis (CA) should be an integral part of teacher-training programs. This plea is convincingly made in this new volume. After many years of CA studies of classroom interaction, it was only a matter of time before CA should enter teacher-training programs. The reports from the US, Sweden, Germany, Türkiye and Japan in this volume show that that time is now." (Tom Koole, University of Groningen, The Netherlands)
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