Citations (47)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (13)
Virginia J. Flood & Benedikt W. Harrer. (2023) Teachers’ responsiveness to students’ gestured candidate responses in whole-class STEM interactions. Classroom Discourse 14:3, pages 281-301.
Read now
Read now
Zoe Slater & Gill Chambers. (2022) Primary teachers’ perceptions of whole-class teaching and learning in English primary schools: an exploratory study of perceived benefits, challenges and effective practice. Education 3-13 0:0, pages 1-15.
Read now
Read now
Jean Parkinson & Lauren Whitty. (2022) The role of tag questions in classroom discourse in promoting student engagement. Classroom Discourse 13:1, pages 83-105.
Read now
Read now
Zhe Wang & Zhanhao Jiang. (2020) Asking, answering and assessing with hands: how co-speech hand gestures contribute to question-initiated interactions in Chinese kindergarten classroom. European Early Childhood Education Research Journal 28:6, pages 823-846.
Read now
Read now
Carmen Konzett-Firth. (2020) Co-adaptation processes in plenary teacher-student talk and the development of L2 interactional competence. Classroom Discourse 11:3, pages 209-228.
Read now
Read now
Rod Gardner. (2019) Classroom Interaction Research: The State of the Art. Research on Language and Social Interaction 52:3, pages 212-226.
Read now
Read now
S. Houen, S. Danby, A. Farrell & K. Thorpe. (2019) Adopting an unknowing stance in teacher–child interactions through ‘I wonder…’ formulations. Classroom Discourse 10:2, pages 151-167.
Read now
Read now
Marie Tanner & Fritjof Sahlström. (2018) Same and Different: Epistemic Topicalizations as Resources for Cohesion and Change in Classroom Learning Trajectories. Discourse Processes 55:8, pages 704-725.
Read now
Read now
Emma Betz & Arnulf Deppermann. (2018) Indexing Priority of Position: Eben as Response Particle in German. Research on Language and Social Interaction 51:2, pages 171-193.
Read now
Read now
Kirsti Klette, Fritjof Sahlström, Marte Blikstad-Balas, Jennifer Luoto, Marie Tanner, Michael Tengberg, Astrid Roe & Anna Slotte. (2018) Justice through participation: student engagement in Nordic classrooms. Education Inquiry 9:1, pages 57-77.
Read now
Read now
Mikaela Åberg. (2017) Talk, Text, and Tasks in Student-Initiated Instructional Interaction. Discourse Processes 54:8, pages 618-637.
Read now
Read now
Jenni Ingram & Victoria Elliott. (2016) A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours. Cambridge Journal of Education 46:1, pages 37-53.
Read now
Read now
Jenni Ingram, Andrea Pitt & Fay Baldry. (2015) Handling errors as they arise in whole-class interactions. Research in Mathematics Education 17:3, pages 183-197.
Read now
Read now
Articles from other publishers (34)
Qingtang Liu, Xinxin Zheng, Yaoyao Liu, Linjing Wu, Si Zhang, Ni Zhang & Qiyun Wang. (2023) Exploration of the characteristics of teachers' multimodal behaviours in problem‐oriented teaching activities with different response levels. British Journal of Educational Technology.
Crossref
Crossref
Santoi Wagner & Innhwa Park. (2021) Whole‐Class Co‐Construction in a High School Spanish Classroom: A Conversation Analytic Perspective. Language Learning 72:S1, pages 203-239.
Crossref
Crossref
Allie Hope King. (2022) Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching. Linguistics and Education 67, pages 101015.
Crossref
Crossref
Martin Majcík. 2022. Práce učitele s žákovskou chybou v komunikaci s celou třídou. Práce učitele s žákovskou chybou v komunikaci s celou třídou.
JOAN KELLY HALL. (2022) L2 Classroom Input and L2 Positionally Sensitive Grammars: The Role of Information‐Seeking Question Sequences. The Modern Language Journal 106:S1, pages 113-131.
Crossref
Crossref
Martina Huhtamäki & Inga-Lill Grahn. (2022) Explicit positive assessments in personal training: Their design and sequential and embodied environment. Journal of Pragmatics 188, pages 108-128.
Crossref
Crossref
Georg Breidenstein & Tanya Tyagunova. 2022. Handbuch Bildungs- und Erziehungssoziologie. Handbuch Bildungs- und Erziehungssoziologie
473
492
.
Piera Margutti. 2021. Language and Social Interaction at Home and School. Language and Social Interaction at Home and School
257
294
.
Letizia Caronia & Nicola Nasi. 2021. Language and Social Interaction at Home and School. Language and Social Interaction at Home and School
193
220
.
Lucas M. Bietti & Federico U. Bietti. (2021) The Interactive Functions of Questions in Embodied Collaborative Work. Frontiers in Psychology 12.
Crossref
Crossref
Darren James Reed. (2021) Situating embodied instruction – proxemics and body knowledge. Linguistics Vanguard 7:s4.
Crossref
Crossref
Virginia J. Flood. (2021) The secret multimodal life of IREs: Looking more closely at representational gestures in a familiar questioning sequence. Linguistics and Education 63, pages 100913.
Crossref
Crossref
Joan Aliberas, Rufina Gutiérrez & Mercè Izquierdo. (2019) Identifying Changes in a Student’s Mental Models and Stimulating Intrinsic Motivation for Learning During a Dialogue Regulated by the Teachback Technique: a Case Study. Research in Science Education 51:3, pages 617-645.
Crossref
Crossref
Jaume Batlle. (2021) “Muy bien” as a transition token in teacher-student interactions in the Spanish as a foreign language classroom. System 97, pages 102438.
Crossref
Crossref
Rein Ove Sikveland, Marit Skarbø Solem & Karianne Skovholt. (2021) How teachers use prosody to guide students towards an adequate answer. Linguistics and Education 61, pages 100886.
Crossref
Crossref
Georg Breidenstein & Tanya Tyagunova. 2020. Handbuch Bildungs- und Erziehungssoziologie. Handbuch Bildungs- und Erziehungssoziologie
1
21
.
Fatma GÜMÜŞOK & Gözde BALIKÇI. (2020) Promoting extended student talk in an EFL classroom. Eurasian Journal of Applied Linguistics, pages 205-228.
Crossref
Crossref
Jenni Ingram. (2020) Epistemic management in mathematics classroom interactions: Student claims of not knowing or not understanding. The Journal of Mathematical Behavior 58, pages 100754.
Crossref
Crossref
Jessie Chen & Scott Barnes. (2020) Giving information in cosmetics sales interactions: Exploring some interactional functions of the Mandarin response token dui. Journal of Pragmatics 159, pages 12-46.
Crossref
Crossref
Kristen Bottema‐Beutel, Gabrielle Oliveira, Shana R. Cohen & Jessica Miguel. (2019) Question–response–evaluation sequences in the home interactions of a bilingual child with autism spectrum disorder. International Journal of Language & Communication Disorders 55:2, pages 216-230.
Crossref
Crossref
Fritjof Sahlström, Marie Tanner & Verneri Valasmo. (2019) Connected youth, connected classrooms. Smartphone use and student and teacher participation during plenary teaching. Learning, Culture and Social Interaction 21, pages 311-331.
Crossref
Crossref
Jenni Ingram, Nick Andrews & Andrea Pitt. (2019) When students offer explanations without the teacher explicitly asking them to. Educational Studies in Mathematics 101:1, pages 51-66.
Crossref
Crossref
. 2019. Interactional Studies of Qualitative Research Interviews. Interactional Studies of Qualitative Research Interviews.
Stephen Daniel Looney & Jamie Kim. (2018) Humor, uncertainty, and affiliation: Cooperative and co-operative action in the university science lab. Linguistics and Education 46, pages 56-69.
Crossref
Crossref
Mirka Rauniomaa, Esko Lehtonen & Heikki Summala. (2018) Noticings with instructional implications in post-licence driver training. International Journal of Applied Linguistics 28:2, pages 326-346.
Crossref
Crossref
Annerose Willemsen, Myrte N. Gosen, Marije van Braak, Tom Koole & Kees de Glopper. (2018) Teachers’ open invitations in whole-class discussions. Linguistics and Education 45, pages 40-49.
Crossref
Crossref
Geoffrey Raymond. (2018) Which epistemics? Whose conversation analysis?. Discourse Studies 20:1, pages 57-89.
Crossref
Crossref
Tanya Tyagunova & Christian Greiffenhagen. (2017) Closing seminars and lectures: The work that lecturers and students do. Discourse Studies 19:3, pages 314-340.
Crossref
Crossref
František Tůma. 2017. Interakce ve výuce anglického jazyka na vysoké škole pohledem konverzační analýzy. Interakce ve výuce anglického jazyka na vysoké škole pohledem konverzační analýzy.
Sandy Houen, Susan Danby, Ann Farrell & Karen Thorpe. (2016) ‘I wonder what you know … ’ teachers designing requests for factual information. Teaching and Teacher Education 59, pages 68-78.
Crossref
Crossref
Simon Harris. (2016) Positive assessments in teacher learning. ELT Journal, pages ccw066.
Crossref
Crossref
Josephine Lee. (2016) Teacher entries into second turn positions: IRFs in collaborative teaching. Journal of Pragmatics 95, pages 1-15.
Crossref
Crossref
Louise Bradley & Carly W. Butler. 2015. The Palgrave Handbook of Child Mental Health. The Palgrave Handbook of Child Mental Health
480
499
.
Michael Pryde. (2014) Conversational Patterns of Homestay Hosts and Study Abroad Students. Foreign Language Annals 47:3, pages 487-506.
Crossref
Crossref