Books

Sert, O. & Waring, H.Z. (2025). Conversation Analysis and Language Teacher Education – Intervention studies. Springer.

Reconceptualizing intervention and change in conversation analytic perspectives, this volume not only illustrates actual, rather than imagined, ways of conducting CA-informed interventions in a variety of teacher-training contexts around the globe but
also documents the impact of such interventions on teacher development.

“The contributors to this volume have intentionally moved CA beyond a descriptive methodology to recognizing how CA-influenced decisions and procedures can, and do, result in productive changes in teachers’ interactional and instructional pedagogies. A gift to the field of Language Teacher Education, this volume offers rich data-driven evidence of the material impact of engagement with CA on the professional development of language
teachers.” Karen E. Johnson, The Pennsylvania State University, USA

“The contributors illustrate how CA-based frameworks can help both pre-service and inservice language teachers sharpen their professional vision and enhance their pedagogical skills, making a compelling case for integrating CA into language teacher education while offering concrete guidance for developing teachers’ interactional awareness and competence. This groundbreaking volume will be a key reading in both Applied Linguistics and TESOL programmes.” Steve Mann, University of Warwick, UK

“Conversation Analysis (CA) should be an integral part of teacher-training programs.
This plea is convincingly made in this new volume. After many years of CA studies of classroom interaction, it was only a matter of time before CA should enter teacher-training programs. The reports from the US, Sweden, Germany, Türkiye and Japan in this volume show that that time is now.” Tom Koole, University of Groningen, The Netherlands

“One of the key strengths of this volume is its broad relevance. For CA researchers, it offers a diverse set of empirical cases … . For teacher educators, teachers, and reflective practitioners, the empirical chapters provide practical models for designing reflective tasks, feedback structures, and coursework interventions that deepen both reflective talk and teaching practice … . Conversation Analysis and Language Teacher Education: Intervention Studies is a landmark contribution that opens new horizons for both CA and LTE.” (Eunseok Ro, Classroom Discourse, October 7, 2025)

“In true CA fashion, this book eschews generalized recommendations for how to leverage CA for LTE to instead provide detailed descriptions of how to do so. As a result, readers are equipped with concrete materials for implementing their own form of CA-informed intervention, such as course readings that introduce CA and findings on pedagogical interaction, discussion and writing prompts that facilitate analysis and reflection, and designs for classroom-based activities. Furthermore, the book’s diverse representations of interventions (e.g., with different languages, infrastructural integration, theoretical and methodological approaches, etc.) expands its reach to a larger pool of readers and places them in conversation with each other, thereby creating a space for advancing the field of CA for LTE. This is perhaps best captured by the strict adherence each contributor had to describing their CA-based intervention and documenting change”…The book is a significant contribution to the field of CA for LTE that provides robust evidence of the impact of intervention. Rather than provide a roadmap with a predetermined route and endpoint of how to implement CA for LTE, it offers a sightseeing guide that exposes readers to a wealth of possible pathways. It also makes a strong case for why and how the absence of control in interventions can be viewed as a strength, not a weakness, which may be especially welcomed by researchers working with naturalistic data. This book will likely be required reading for those doing CA for LTE, and it will be an indispensable resource for conversation analysts looking to leverage their ‘skillset and mindset’ through intervention as well as language teacher educators looking for a fresh way to analyze, reflect on, and change teaching practice. (Mark Romig, Teachers College, Columbia University – published in Language and Education)

Kunitz, S., Markee, N. & Sert, O. (2021). Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy. Springer.

This volume “provides many helpful guidelines and examples of how insights from CA studies may be packaged to make them more digestible and useful for practitioners.” (Paul Seedhouse, Applied Linguistics, May 24, 2021)

“Pulling together many threads of research on CA and pedagogical interaction, this book makes a crucial contribution to the field of applied linguistics by delivering a thoroughly rigorous account of how classroom interaction unfolds and contributes to second language acquisition, while clearly articulating how these findings can inform practice amongst language teaching professionals. This book will be of particular interest to those with a CA background,but it is sure to be an indispensable resource for anyone interested in understanding the complexity of classroom interaction”. (Mark Romig, Studies in Applied Linguistics & TESOL, January 20, 2022)