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)
Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press.
-Shortlisted for the British Association for Applied Linguistics (BAAL) Book Prize 2016
-Finalist, American Association for Applied Linguistics (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
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– Andrea Eniko Lypka, University of South Florida, The Linguist List
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, Working Papers in TESOL and Applied Linguistics
A very important contribution to both existing academic research and L2 education practice and policy.
shortlisted for the 2016 BAAL book prize– BAAL Prize Committee 2016