© 2021

Classroom-based Conversation Analytic Research

Theoretical and Applied Perspectives on Pedagogy

  • Silvia Kunitz
  • Numa Markee
  • Olcay Sert

Part of the Educational Linguistics book series (EDUL, volume 46)

Table of contents

  1. Front Matter
    Pages i-x
  2. Numa Markee, Silvia Kunitz, Olcay Sert
    Pages 1-18
  3. CA Research in L2 Classrooms

  4. CA Research in Content Based Language Classrooms

  5. CA Research and Teacher Education

  6. CA and Assessment

    1. Front Matter
      Pages 329-329

About this book


This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the theoretical and practical insights of CA classroom-based research and on the impact that such insights might have at the pedagogical level, from teaching to testing to teacher education. Given the growing interest in the pedagogical applicability of CA research, this book is a timely addition to the existing literature. 


conversation analysis studies of classroom interaction language pedagogy L2 second language acquisition CLIL content and language integrated learning language teacher education pedagogical implications of conversation analysis studies theory and methodology of conversation analysis teacher and student practices in the L2 classroom interaction between student and teacher in content-based classes CA-informed testing

Editors and affiliations

  • Silvia Kunitz
    • 1
  • Numa Markee
    • 2
  • Olcay Sert
    • 3
  1. 1.Department of Language, Literature and Intercultural StudiesKarlstad UniversityKarlstadSweden
  2. 2.Department of LinguisticsUniversity of Illinois at Urbana-ChampaignUrbanaUSA
  3. 3.School of Education, Culture and CommunicationMälardalen UniversityVästeråsSweden

About the editors

Silvia Kunitz is Senior Lecturer in English at the Department of Language, Literature and Intercultural Studies at Karlstad University (Sweden). She completed her PhD in applied linguistics at the University of Illinois at Urbana-Champaign (USA) in 2013. In her research, she relies on conversation analysis to explore how teaching and learning are accomplished as socially situated activities. She has recently co-edited the volume Teaching and Testing L2 Interactional Competence: Bridging Theory and Practice (2019, Routledge) with Rafael Salaberry. She is one of the associate editors of Classroom Discourse. She has also worked as a language teacher in Italy and the US and has been involved in teacher education, both at the pre-service and in-service levels in the US and Sweden.

Numa Markee is an Emeritus Associate Professor of Linguistics at the University of Illinois at Urbana-Champaign (USA). His main research interests include the management of curricular innovation (see Managing Curricular Innovation, 1997, Cambridge University Press) and the use of conversation analysis as a tool for analyzing second language classroom talk and acquisition (see Conversation Analysis, 2000, Lawrence Erlbaum). His most important recent publications are The Handbook of Classroom Discourse and Interaction (2015, Wiley Blackwell) and Conversation Analysis and Language Alternation (2018, John Benjamins, co-edited with Anna Filipi). He is also one of the associate editors of Classroom Discourse. In addition, he has carried out consultancies on EFL curriculum design and implementation as an English Language Specialist for the US State Department in Chile, Brazil, Nepal, India, Thailand and Laos, and has taught ESL/EFL/ESP in the US, the UK, Switzerland, Mexico, Algeria and the Sudan.

Olcay Sert is an Associate Professor of TESOL and Applied Linguistics at Mälardalen University (Sweden). His research deals with classroom discourse, L2 interaction, and language teacher education. His book Social Interaction and L2 Classroom Discourse (Edinburgh University Press, 2015) was shortlisted for the British Association for Applied Linguistics (BAAL) Book Prize in 2016 and was a finalist for the American Association for Applied Linguistics (AAAL) first book award in 2017. He is leading the Mälardalen INteraction & Didactics (MIND) Research Group and is the editor of Classroom Discourse. He has also worked as a language teacher in Turkey and the UK and has been actively involved in teacher education in Turkey and Sweden.

Bibliographic information


“This is the first edited collection of research papers which addresses L2 classroom practices from a conversation analytic perspective, incorporating both theoretical and applied issues. Its international perspective, using data from a wide range of contexts and dealing with language teaching, L2 teacher education and assessment, gives the volume a distinctive and appealing flavour. The editors have been extremely successful in bringing together such a collection, presented in an accessible and relevant style. This volume is sure to have wide appeal to teachers, teacher educators, researchers and anyone involved in language assessment.” (Steve Walsh, Newcastle University, UK)