“…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: http://dx.doi.org/10.1017/S0261444815000099
Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press.