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Classroom Discourse Volume 10, 2019 - Issue 1: Embracing social interaction in the L2 classroom: Perspectives for language teacher education. Guest Editors: Maxi Kupetz, Karen Glaser and Hie-Jung You
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Articles

Rethinking language teacher training: steps for making talk-in-interaction research accessible to practitioners

Thorsten HuthDepartment of Modern Foreign Languages and Literatures, University of Tennessee Knoxville, Knoxville, TN, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-0740-0264View further author information
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Emma BetzDepartment of Germanic and Slavic Studies, University of Waterloo, Waterloo, CanadaORCID Iconhttp://orcid.org/0000-0001-6372-7803View further author information
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Carmen Taleghani-NikazmDepartment of Germanic Languages and Literatures, The Ohio State University, Columbus, OH, USAORCID Iconhttp://orcid.org/0000-0001-5510-9255View further author information
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Pages 99-122 | Published online: 10 Jun 2019

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Read on this site (5)

Emir Ertunç Havadar & Ufuk Balaman. (2023) Preliminaries in paired role play L2 interactional competence assessment tasks. Classroom Discourse 0:0, pages 1-18.
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Lauren B. Carpenter. (2023) Supporting student–teacher development of elicitations over time: a conversation analytic intervention. Classroom Discourse 14:2, pages 109-127.
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Jaume Batlle & Maria del Mar Suárez. (2021) An analysis of repair practices in L2 Spanish listening comprehension materials with implications for teaching interactional competence. Classroom Discourse 12:4, pages 365-385.
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Riikka Tumelius & Leena Kuure. (2021) Towards a shared vision of language, language learning, and a school project in emergence. Classroom Discourse 12:4, pages 344-364.
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Karen Glaser, Maxi Kupetz & Hie-Jung You. (2019) ‘Embracing social interaction in the L2 classroom: perspectives for language teacher education’ – an introduction. Classroom Discourse 10:1, pages 1-9.
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Articles from other publishers (10)

Kathrin Siebold & Leandra Obornik. (2023) Videobasierte Fallarbeit zur Anbahnung unterrichtlicher Interaktionskompetenz in der Ausbildung von DaFZ-Lehrkräften. Informationen Deutsch als Fremdsprache 50:4, pages 396-417.
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Lesya Skintey. (2023) Forschendes Lernen und Gesprächsanalyse in der Deutschlehrer- und -lehrerinnen-ausbildung: das Spannungsfeld von Grammatik und Interaktion im Kontext von Deutsch als Fremd- und Zweitsprache. Informationen Deutsch als Fremdsprache 50:4, pages 377-395.
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Karen Glaser. 2023. L2 Pragmatics in Action. L2 Pragmatics in Action 63 87 .
Alicia Martínez-Flor, Ariadna Sánchez-Hernández & Júlia Barón. 2023. L2 Pragmatics in Action. L2 Pragmatics in Action 3 27 .
Anna Filipi. (2023) Nobody said it was going to be easy! (Practical) considerations in assessing interactional competence in the classroom. Applied Pragmatics 5:2, pages 273-279.
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Dagmar Barth-Weingarten & Britta Freitag-Hild. (2023) Assessing interactional competence in secondary schools. Applied Pragmatics 5:2, pages 240-272.
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Anna Filipi, Binh Thanh Ta & Maryanne Theobald. 2022. Storytelling Practices in Home and Educational Contexts. Storytelling Practices in Home and Educational Contexts 3 17 .
Ufuk BalamanUfuk Balaman. 2022. Conversation Analytic Language Teacher Education in Digital Spaces. Conversation Analytic Language Teacher Education in Digital Spaces 15 78 .
Thorsten Huth. 2021. Classroom-based Conversation Analytic Research. Classroom-based Conversation Analytic Research 359 381 .
Karen Glaser. (2020) Assessing the L2 pragmatic awareness of non-native EFL teacher candidates: Is spotting a problem enough?. Lodz Papers in Pragmatics 16:1, pages 33-65.
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