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1	Language Play with Formulas in an EFL Classroom
	Parvin Gheitasi
	In: Languages; Volume 7; Issue 1; Pages: 63 (2022)
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2	“Are there any Mexicans listening?” Stancetaking and language ideologies in a Spanish L2 Classroom ; Stancetaking and language ideologies in a Spanish L2 Classroom
	Showstack, Rachel E.; Mattson-Prieto, Raquel. - : John Wiley & Sons, Ltd, 2022
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3	Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface
	Anne Bannink; Jet Van Dam
	In: Languages ; Volume 6 ; Issue 3 (2021)
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4	日本語教師の実践的コミュニケーション能力に関する覚書 ; An Interim Report on the Practical Communicative Skills of Japanese-Language Teachers
	嶋津百代; Shimazu Momoyo. - : 関西大学外国語学部, 2021
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5	Estrategias para propiciar la propincuidad digital en la adquisición de ELE en contextos de brecha digital
	Gimeno Gimeno, Neus. - 2021
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6	La retroacció correctiva oral amb estudiants adults poc escolaritzats
	Sans Bertran, Maria Teresa; Birello, Marilisa. - 2021
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7	Discurso e identidad: características de la integración lingüística en el aula
	Hernandez, Jeimy Lizeth
	In: Cuadernos de Lingüística Hispánica, ISSN 0121-053X, Nº. 37, 2021 (Ejemplar dedicado a: Publicación continua), pags. 1-19 (2021)
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8	SPEECH ACTS IN ENGLISH LEARNING CLASSROOMS (Case Study at The Islamic College Jakarta)
	Fitriyah Fitriyah
	In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 160-169 (2021) (2021)
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9	Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom
	Ingram, Jenni; Erath, Kirstin; Rønning, Frode. - : HAL CCSD, 2020
	In: Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970540 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France. 2020, 978-82-7151-200-2 (2020)
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10	Group and class socialization in a time of social distancing ; Socialisation du groupe-classe au temps de la distanciation sociale
	Tellier, Marion
	In: ISSN: 1702-9589 ; Formation et profession : revue scientifique internationale en éducation ; https://hal.archives-ouvertes.fr/hal-03113105 ; Formation et profession : revue scientifique internationale en éducation, Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE), 2020, 28 (4 hors-série), pp.1. ⟨10.18162/fp.2020.681⟩ (2020)
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11	Using corpus methods to investigate classroom interaction and teacher discourse in special educational needs (SEN) classrooms: an investigation of methodological possibilities ...
	Smith, Gillian. - : Lancaster University, 2020
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12	Analysing interaction in primary school language classes: Multilevel annotation and analysis with EXMARaLDA ...
	Hilton, Heather E.; Osborne, John. - : Zenodo, 2020
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13	Analysing interaction in primary school language classes: Multilevel annotation and analysis with EXMARaLDA ...
	Hilton, Heather E.; Osborne, John. - : Zenodo, 2020
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14	Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
	Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
	In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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15	Cultural Competence in South African Teachers
	Howarth, Kehli. - 2020
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16	Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom
	Burton, Benjamin Robert. - 2020
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17	EXAMINING INSTRUCTIONAL SHIFTS WITHIN DIALOGIC INTERACTION IN JAPANESE UNIVERSITY EFL EDUCATION
	Sybing, Roehl
	In: Doctoral Dissertations (2020)
	Abstract: This dissertation presents a study aimed at exploring the influences on language learners' contributions to dialogic classroom interaction in a Japanese university EFL (English as a foreign language) classroom context. Dialogic approaches to teacher discourse rely on the contributions of students to classroom interaction as well as the interpretive skills of teachers to facilitate understanding and co-construction of knowledge. However, the contemporary literature has reported on challenges involved in fostering mutual classroom dialogue with language learners, owing to challenges with linguistic and academic resources and differences in culturally informed perceptions regarding academic roles and expectations. This paper explores the need for teachers and researchers to identify (1) shifts in pedagogical practices that occur during the course of discrete episodes of classroom discourse, (2) the possible causes that prompt such shifts, and (3) the power dynamics surrounding such shifts. The study engages in observations of an EFL classroom and interviews with classroom participants. In conjunction with discourse analysis and critical discourse analysis, this study will employ discussions of instructional conversation (Goldenberg, 1992), challenges to dialogic interaction (Engin, 2017), and "bases of social power" (French & Raven, 1959) to understand how an L1 English-speaking teacher adjusts their pedagogical practices in response to L1 Japanese students' contributions to classroom discourse. The findings of this study indicate that the teacher's instructional shifts take advantage of various interactional resources, opportunities for co-constructing meaning, and validation of students' knowledge and sociocultural identities in order to build a productive dialogue within the classroom. Ultimately, this dynamic classroom environment provides pathways for fostering rapport with and agency in students, two qualities that the contemporary research has associated with positive learning outcomes. Discussion of the discursive practices explored in this study should prompt researchers of and practitioners in language classroom contexts to transcend formulaic approaches of "teacher talk" and elicitation of language for its own sake. Instead, the attribution of rapport and mediated agency to dialogic interaction realized through instructional shifts necessitates a paradigm shift in the contemporary empirical research in language education toward a more sociocultural approach to understanding mediation between classroom interactants across differences of language and culture.
	Keyword: classroom interaction; Curriculum and Instruction; dialogic interaction; instructional shifts; language education; pedagogy
	URL: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=3022&context=dissertations_2 https://scholarworks.umass.edu/dissertations_2/1963
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18	Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions
	A. Dzo'ul Milal; Zuliati Rohmah; Wahju Kusumajanti
	In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 263-271 (2020) (2020)
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19	Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
	Nikfarjam, Parinaz. - 2020
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20	‘I FEEL LIKE I GO BLANK’: IDENTIFYING THE FACTORS AFFECTING CLASSROOM PARTICIPATION IN AN ORAL COMMUNICATION COURSE
	Reyhan Aslan; Melike Şahin
	In: TEFLIN Journal, Vol 31, Iss 1, Pp 19-43 (2020) (2020)
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