Reviews

Back cover endorsement by Numa Markee
Sert’s must read book introduces conversation analysis to readers who are not familiar with the power of this methodology, while simultaneously providing a detailed theoretical discussion of cutting edge issues in the field. And his contributions to understanding teacher education as a data driven enterprise are both provocative and enlightening.
Professor Numa Markee, University of Illinois Urbana-Champaign

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Shortlisted for the BAAL Book Prize 2016!
A very important contribution to both existing academic research and L2 education practice and policy.
BAAL Prize Committee 2016

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Finalist for the AAAL First Book Award 2017!

Social Interaction and L2 Classroom Discourse is a meticulous and well-written book that provides rigorous empirical analysis of important moments in the L2 English classroom, including the co-construction of understanding, interactional troubles and their resolution, and the microgenesis of L2 (classroom) interactional competence.  It is an important contribution to the field of applied linguistics because it consolidates ideas in conversation analysis in order to make recommendations for L2 pedagogy that are both well-warranted, deriving as they do from a robust empirical record, and exceptionally practical.”
  American Association for Applied Linguistics Book Award Committee

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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

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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

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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.

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A review published by Maria Vanessa aus der Wieschen (University of Southern Denmark) in the Eurasian Journal of Applied Linguistics

http://www.ejal.eu/index.php/ejal/article/view/47/22

“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)
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