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Rafael Alejo-González. (2022) Metaphor in the Academic Mentoring of International Undergraduate Students: The Erasmus Experience. Metaphor and Symbol 37:1, pages 1-20.
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Marit Skarbø Solem & Karianne Skovholt. (2019) Teacher Formulations in Classroom Interactions. Scandinavian Journal of Educational Research 63:1, pages 69-88.
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Rory Glass & Alandeom W. Oliveira. (2014) Science Language Accommodation in Elementary School Read-Alouds. International Journal of Science Education 36:4, pages 577-609.
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Daniel M. K. Lam. (2018) What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence. Language Testing 35:3, pages 377-401.
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Melisa Stevanovic & Elina Weiste. (2017) Conversation-analytic data session as a pedagogical institution. Learning, Culture and Social Interaction 15, pages 1-17.
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Alandeom W. Oliveira, Kristin Cook & Gayle A. Buck. (2011) Framing evolution discussion intellectually. Journal of Research in Science Teaching 48:3, pages 257-280.
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Alandeom W. Oliveira. (2009) DEVELOPING ELEMENTARY TEACHERS’ UNDERSTANDING OF THE DISCOURSE STRUCTURE OF INQUIRY-BASED SCIENCE CLASSROOMS. International Journal of Science and Mathematics Education 8:2, pages 247-269.
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Alandeom W. Oliveira. (2009) Improving teacher questioning in science inquiry discussions through professional development. Journal of Research in Science Teaching 47:4, pages 422-453.
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Alandeom W. Oliveira, Troy D. Sadler & Daniel F. Suslak. (2006) The linguistic construction of expert identity in professor–student discussions of science. Cultural Studies of Science Education 2:1, pages 119-150.
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Hansun Zhang Waring. (2002) Expressing noncomprehension in a US graduate seminar. Journal of Pragmatics 34:12, pages 1711-1731.
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Sabria Salama Jawhar, Sajjadllah Alhawsawi & Steve Walsh. (2022) Going beyond the Text: Interactional Competence in Reading Comprehension Class. SSRN Electronic Journal.
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