Another review of “Social Interaction and L2 Classroom Discourse”

A review of “Social Interaction and L2 Classroom Discourse” has been published in the New Zealand Studies in Applied Linguistics

“Several texts on Applied Linguistics take a highly theoretical approach to their subject matter, which may leave the classroom practitioner feeling that the issues discussed have little relevance to, or use for the classroom. However, by providing detailed transcripts of classroom interaction, along with visual data to support the transcripts, Sert has produced a monograph that focuses on the application of theory derived from research to the real-world L2 classroom. He has produced a text that is accessible to teachers with little knowledge of Conversation Analysis who wish to develop better interaction with learners. This is a book written with teachers in mind, and it would be a highly useful guide for instructors wishing to have interaction with learners that is informed by pedagogical goals, rather than the notion that any language produced by teachers is effective in promoting learner output”.

(Shane Donald, Feng Chia University)

To read the full review, click on this link


Shortlisted for the BAAL Book Prize 2016!

“Social Interaction and L2 Classroom Discourse” has been shortlisted for BAAL (British Association for Applied Linguistics) book prize 2016!

The winner will be announced at the 2016 BAAL meeting at Anglia Ruskin University, Cambridge, on the 1st of September.

Shortlisted Books:
Alastair Pennycook & Emi Otsuji. Metrolingualism: Language in the City. Routledge.
– Mario Saraceni. World Englishes: A Critical Analysis. Bloomsbury.
– Olcay Sert. Social Interaction and L2 Classroom Discourse. Edinburgh University Press.
– Julia Snell, Sara Shaw and Fiona Copland (eds). Linguistic Ethnography. Palgrave MacMillan.

For details, visit BAAL website .

Book cover

Great to see this review in Linguistlist!

A review of “Social Interaction and L2 Classroom Discourse” has been published in Linguistlist

By combining research and practice, this book is a comprehensive resource for in-service L2 teacher development projects and L2 language teacher education programs. Teacher educators could adopt examples and transcripts of excerpts along with visual phenomena from the book for analysis, discussion, and reflection with pre-service teachers to enable understanding of L2 learning in various contexts. The discussion of research ethics in Chapter 9, the detailed analyses in Chapters 4-6, and the CA orientation, make this book invaluable for qualitative research, CA, and/ or SLA courses.

(Andrea Lypka, University of South Florida)

To read the full review, click on this link

A review of my book has been published in the Working papers on TESOL & Applied Linguistics

A review of “Social Interaction and L2 Classroom Discourse” has been published in the latest issue of the Working Papers in TESOL & Applied Linguistics, published by the Columbia University.

“Sert successfully shows how CA findings can provide a
deeper understanding of classroom interaction, show evidence of the development of CIC in practice, inform teacher-training programs, and potentially influence educational policy.” (Lauren Carpenter, Teachers College, Columbia University)
To read the full review, click on this link.
Book cover

Conversation Analysis in L2 classroom research: the need for a comparative re-production research agenda to understand the needs of learners and teachers

“…a conversation analytic investigation of interactional processes in L2 classrooms in a given context will uncover what teachers and students need in order to create L2 classrooms that are engaging and that facilitate student participation, which is key to learning. Such research, in addition to revealing interactional practices and teacher competencies that are conducive to learning, will inform policy makers and materials designers on the needs of the learners and teachers” (Sert, 2015, p. 175).

Easier said than done… But those who are already familiar with it already know that CA research has great potential to showcase both potentially “good” and “problematic” instances of language learning and teaching, based on empirical data. Yet, one may also argue that what is considered as “good teaching” in one context can be regarded as “problematic teaching” in another. Fair enough… Then maybe what we need is to follow a comparative re-production research agenda (Markee 2015) and see whether we can come up with some universals to contribute to describing “fruitful”, “acquisition-rich” teaching/learning practices. What is then needed is to integrate such findings into language teacher education. But can we?

Markee, N. (2015). Are replication studies possible in qualitative second/foreign language classroom research? A call for comparative re-production research. Language Teaching. 1-17 DOI:

Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press.

L2 classroom

A review of “Social Interaction and L2 Classroom Discourse” is now available at EJAL!

A comprehensive review of “Social Interaction and L2 Classroom Discourse” is now available online in the latest issue of the Eurasian Journal of Applied Linguistics! The review has been written by Maria Vanessa aus der Wieschen (University of Southern Denmark) and is available online at

“The cutting-edge research is presented in a clear and comprehensive manner; not only the book as a whole but every individual chapter is notably well-structured, and – knowing that not all of his readers are familiar with CA – Sert guides the readers through his arguments step-by-step. The book makes an invaluable contribution to our understanding of classroom interactional competence and thereby paves the way for improved L2 teaching and teacher education… With the diverse instructed language learning settings investigated and its strong focus on practical implications for language teaching and language teacher education, I can definitely recommend Sert’s book to anyone interested in classroom research, teacher education, language learning, and social interaction – researchers and practitioners alike”.
(aus der Wieschen, 2015, p.109)
Logo of the book
Logo of the book