Classroom Discourse
@classroomdiscourse.bsky.social
An international journal published by Routledge. Edited by Olcay Sert & SilviaKunitz. 2024 CiteScore: 3.7 (Q1), SNIP: 1.231; WOS IF: 1.6. https://www.tandfonline.com/journals/rcdi20
The final article of the new issue, by Tianfang Wang and her colleagues, is on the role of side sequences in building affiliation in the L2 classroom www.tandfonline.com/doi/full/10....
Building affiliation in the L2 classroom: the role of side sequences
Previous conversation analytic (CA) studies have explored how affiliation is created in L2 classrooms. This study adds to the research by documenting the opportunities for creating affiliative mome...
www.tandfonline.com
November 2, 2025 at 9:24 PM
The final article of the new issue, by Tianfang Wang and her colleagues, is on the role of side sequences in building affiliation in the L2 classroom www.tandfonline.com/doi/full/10....
The 4th article, by Müge Satar and Betül Ç,menli Olcars, is on interactional resources for topic transition during online intercultural exchange in a language teacher education context www.tandfonline.com/doi/full/10.... 👇
Online intercultural exchange in language teacher education: interactional resources for topic transition
Topic management is under-explored in language learning, teaching and testing settings. It may pose particular challenges in online intercultural exchanges (OIE) or virtual exchange (VE) because of...
www.tandfonline.com
November 2, 2025 at 9:24 PM
The 4th article, by Müge Satar and Betül Ç,menli Olcars, is on interactional resources for topic transition during online intercultural exchange in a language teacher education context www.tandfonline.com/doi/full/10.... 👇
In the 3rd article, M. Montanero et al. investigate spontaneous vs. structured collaboration in dialogic interaction between young writers www.tandfonline.com/doi/full/10.... 👇
Dialogic interaction between young writers: spontaneous vs. structured collaboration
The aim of this study was to compare different collaborative (spontaneous and structured) story writing practices in a sample of 50 sixth graders students (11–12 years old). For the spontaneous syn...
www.tandfonline.com
November 2, 2025 at 9:24 PM
In the 3rd article, M. Montanero et al. investigate spontaneous vs. structured collaboration in dialogic interaction between young writers www.tandfonline.com/doi/full/10.... 👇
The second article, by Nicholas Glasson & Katherine Halley, explores proficiency scores and embodied resources in online L2 interactions www.tandfonline.com/doi/full/10.... 👇
Less talk, more action? Exploring proficiency scores and embodied resources in online L2 interactions
This mixed-methods study explores Embodied Resources (ERs) in an online, triadic task involving 52 candidates within the Common European Framework of Reference for Languages (CEFR) B2˗C1 range of l...
www.tandfonline.com
November 2, 2025 at 9:24 PM
The second article, by Nicholas Glasson & Katherine Halley, explores proficiency scores and embodied resources in online L2 interactions www.tandfonline.com/doi/full/10.... 👇
The special issue is concluded by Jan Berenst and Marjolein Deunk's with their insightful commentary: doi.org/10.1080/1946... /8.
Ways to analyse classroom interaction: commentary to the special issue
Published in Classroom Discourse (Vol. 16, No. 2, 2025)
doi.org
July 10, 2025 at 5:32 PM
The special issue is concluded by Jan Berenst and Marjolein Deunk's with their insightful commentary: doi.org/10.1080/1946... /8.
In the sixth study published in the special issue, Naomi de Ruiter & Mayra Mascareño Lara focus on the use of T-pattern analysis to map classroom interactions: doi.org/10.1080/1946... /7 👇
Using T-pattern analysis to map classroom interactions: a case study of student and teacher learning-orientation
The identification of the recurrent patterns of interaction is a window to understanding the patterning of social behaviour, and as such, it is the target of many quantitative and qualitative analy...
doi.org
July 10, 2025 at 5:32 PM
In the sixth study published in the special issue, Naomi de Ruiter & Mayra Mascareño Lara focus on the use of T-pattern analysis to map classroom interactions: doi.org/10.1080/1946... /7 👇
In the fifth article, Linda Hendriks, Elisa Kupers, Henderien Steenbeek, Evert Bisschop Boele & Paul van Geert walk the readers through the use of state space grids for analysing teacher–student interaction: doi.org/10.1080/1946... /6 👇
Using state space grids for analysing teacher–student interaction in an intervention: The complex dynamics of teaching for musical creativity
This paper highlights the use of State Space Grids (SSGs) for studying real-time classroom discourse in an intervention targeting professional development. State Space Grid analysis is both a power...
doi.org
July 10, 2025 at 5:32 PM
In the fifth article, Linda Hendriks, Elisa Kupers, Henderien Steenbeek, Evert Bisschop Boele & Paul van Geert walk the readers through the use of state space grids for analysing teacher–student interaction: doi.org/10.1080/1946... /6 👇
The fourth article in the issue, co-authored by Heleen (Helena) Pennings, Marloes Hendrickx, Marieke Thurlings & Perry den Brok, illustrates the application of orbital decomposition analysis to study the dynamic quality of teacher–teacher interactions: doi.org/10.1080/1946... /5 👇
The application of orbital decomposition analysis to study the dynamic quality of teacher–teacher interactions
Moment-to-moment educational interactions affect longer-term outcomes of those involved in those interactions. In the present study, we illustrate with two cases of teacher–teacher interactions how...
doi.org
July 10, 2025 at 5:32 PM
The fourth article in the issue, co-authored by Heleen (Helena) Pennings, Marloes Hendrickx, Marieke Thurlings & Perry den Brok, illustrates the application of orbital decomposition analysis to study the dynamic quality of teacher–teacher interactions: doi.org/10.1080/1946... /5 👇
In the third article, Sara Hennessy presents Tech-SEDA, "a systematic, research-informed and practical tool for analysing verbal and nonverbal dialogic communication at the micro- or meso- level across diverse educational settings": doi.org/10.1080/1946... /4 👇
Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework
Multimodal interactions that incorporate technology use can support rich new forms of educational dialogue that highlight differences between participants’ perspectives and make reasoning processes...
doi.org
July 10, 2025 at 5:32 PM
In the third article, Sara Hennessy presents Tech-SEDA, "a systematic, research-informed and practical tool for analysing verbal and nonverbal dialogic communication at the micro- or meso- level across diverse educational settings": doi.org/10.1080/1946... /4 👇
The second article in the issue co-authored by OlcaySert Annaliina Gynne & Maria Larsson unpacks how Discursive Timeline Analysis can be deployed to document teacher-learning over-time, using data from classrooms, post observation conferences and written reflections doi.org/10.1080/1946... /3 👇
Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction
This article presents a case study of a student-teacher’s change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her p...
doi.org
July 10, 2025 at 5:32 PM
The second article in the issue co-authored by OlcaySert Annaliina Gynne & Maria Larsson unpacks how Discursive Timeline Analysis can be deployed to document teacher-learning over-time, using data from classrooms, post observation conferences and written reflections doi.org/10.1080/1946... /3 👇
In the first article, Myrte Gosen, Annerose Willemsen & Frans Hiddink showcase the use of Conversation Analysis to analyse classroom interaction, with a focus on students’ ‘oh’-prefaced utterances and the interactional management of explanations doi.org/10.1080/1946... /2 👇
Applying conversation analysis to classroom interactions: students’ ‘oh’-prefaced utterances and the interactional management of explanations
This study serves as an example of Conversation Analytic (CA) research with a focus on the interactional management of learning in classroom interactions, while simultaneously illustrating the seve...
doi.org
July 10, 2025 at 5:32 PM
In the first article, Myrte Gosen, Annerose Willemsen & Frans Hiddink showcase the use of Conversation Analysis to analyse classroom interaction, with a focus on students’ ‘oh’-prefaced utterances and the interactional management of explanations doi.org/10.1080/1946... /2 👇
The issue opens with an introduction by the special issue editors Tom Koole, Elisa Kupers & Mayra Mascareño Lara: Exploring the methodological breadth of research on educational interactions doi.org/10.1080/1946... /1 👇
Exploring the methodological breadth of research on educational interactions: introduction to the special issue
The study of how discourse, learning and classroom activity are shaped in interaction, can be approached through various theoretical and methodological lenses. Different families of approaches have...
doi.org
July 10, 2025 at 5:32 PM
The issue opens with an introduction by the special issue editors Tom Koole, Elisa Kupers & Mayra Mascareño Lara: Exploring the methodological breadth of research on educational interactions doi.org/10.1080/1946... /1 👇