I am an Associate Professor of TESOL and Applied Linguistics in the School of Education, Culture and Communication (Mälardalen University, Sweden) and the editor of Classroom Discourse, an international, peer reviewed journal published by Routledge. I am leading Mälardalen INteraction & Didactics (MIND) Research Group and SOLD Research environment at Mälardalen University. I have a PhD degree in Educational and Applied Linguistics (Newcastle University, UK), and my research deals with classroom discourse, L2 interaction, and language teacher education.

Before joining Mälardalen University, I worked at Hacettepe University, Newcastle University, University of Sunderland, and Luxembourg University. My research primarily focuses on analysis of discourse and interaction in institutional settings- mainly in second/foreign/additional language (L2) classrooms- with an aim to analyse and enhance teaching and learning practices. I have also worked as a language teacher in Turkey and the UK and has been actively involved in teacher education in Turkey and Sweden.

I have worked closely with language teachers to create engaging, interactive, and constructive teaching and learning environments. I am dedicated to informing L2 teachers based on micro-analytic, empirical findings. My publications have investigated (1) interactional troubles and how they are resolved in English language classrooms (e.g., Sert and Walsh 2013 ), (2) teachers’ embodied resources in language teaching (e.g., Sert 2015; Sert 2019a), (3) multilingual repertoires in language classrooms (e.g. aus der Wieschen and Sert 2018 ), (4) online L2 interactions and language development (e.g. Balaman and Sert 2017 ; Sert and Balaman 2018), (5) CALL teacher education (e.g., Sert and Aşık 2018; Sert and Li 2017), (6) the development of interactional competence (Sert 2019b), (7) classroom interaction in language teacher education (Sert 2019c), and (8) English as a Medium of Instruction in higher education (e.g. Duran & Sert 2019; Duran, Kurhila & Sert 2020). I have also investigated the use of mobile technologies in reflection and feedback practices in teacher education (e.g., Çelik, Baran and Sert 2018).

My book ‘Social Interaction and L2 Classroom Discourse’ (Edinburg University Press) investigates language classrooms from a conversation analytic perspective, and provides strong implications for language teaching and teacher education. The book has been shortlisted for the British Association for Applied Linguistics Book Prize 2016 and was a finalist for the American Association for Applied Linguistics first book award 2017. I also edited (with Silvia Kunitz and Numa Markee) a volume entitled ‘Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy’, which will be published by Springer in late 2020. I have been involved in projects supported by grants from ‘Fonds National de la Recherche Luxembourg’, ‘European Union (Erasmus +)’, ‘Danish Agency for Science, Technology, and Innovation’, and the British Council. I have worked on analysis of data that come from Swedish, Luxembourgish, Turkish, Danish, and UK contexts. I am currently the PI for Digi-REFLECT, a 3-year development and research project funded by MKL and Samhällskontraktet. With my current and forthcoming research on interactions in pedagogical settings, I am working on improving research, teaching, and teacher education practices in Sweden and beyond.

Reviews of Social Interaction and L2 Classroom Discourse

A very important contribution to both existing academic research and L2 education practice and policy.

BAAL Prize Committee 2016

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.

AAAL Book award committee.

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

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