Stimulating discussions today during our data session, with participants from Sweden, Japan, the Netherlands, UK & US! We focused on online interactions during virtual exchange & discussed “relationship building” while practicing languages. ———————4 May: Betül Çimenli (Visiting researcher, Newcastle University) Dyadic Virtual Exchange via Videoconferencing On Zoom, 13:15-14:45 (Central European Time) ———————
Author Archives: Olcay Sert
ICOP-L2, University of Southern Denmark, Kolding, June 5-7, 2024
2024 – University of Southern Denmark, Kolding ICOP-L2, University of Southern Denmark, Kolding, June 5-7, 2024 1st call for papers (Click here for the PDF of the CfP) Interactional Competences and Practices in a Second Language (ICOP-L2) conferences aim to bring together researchers sharing a socially and interactionally situated view of language use, L2 learning andContinue reading “ICOP-L2, University of Southern Denmark, Kolding, June 5-7, 2024”
MIND Online Data session: Dyadic Virtual Exchange via Videoconferencing
Apologies for a change in our list of data sessions. Marwa Amri will not be able to present her data on the 4th of May. Instead, we will have an online data session with Betül Çimenli (Visiting researcher, Newcastle University) on the 4th of May at 13:15 (Central European Time). Betül will present an extractContinue reading “MIND Online Data session: Dyadic Virtual Exchange via Videoconferencing”
MIND Data session: Teppo Jakonen (Telepresence robots in language classrooms)
In our next data session, our visiting researcher Teppo Jakonen (University of Turku, Finland) will present a sequence from his database of interactions between telepresence robots and language learners in classrooms. The session will take place in Västerås (see below for details), but those who want to attend online can do that via Teams. Please getContinue reading “MIND Data session: Teppo Jakonen (Telepresence robots in language classrooms)”
MIND Data sessions, Spring 2023
Join us for our data sessions in Spring 2023! MIND research group hosts 5 data sessions with data from a range of contexts: oral proficiency exams in Czechia, post-observation meetings after mathematics and language classrooms, telepresence robots in language classrooms in Finland, corpus-based professional development meetings, and project-work in Swedish classrooms. Get in touch withContinue reading “MIND Data sessions, Spring 2023”
How did a focus on reading strategies shape the discussions about texts and images in a grade 4 science classroom?
In this guest blog post, Robert Walldén (Malmö University, Sweden) summarizes his article “Focusing on content or strategies? Enactment of reading strategies in discussions about science texts”, published in Classroom Discourse. The article explores the relationship between general literacy skills and engagement with subject-specific content in classrooms. ——————– In progressing through schooling, students face theContinue reading “How did a focus on reading strategies shape the discussions about texts and images in a grade 4 science classroom?”
MIND Data session: Merve Bozbıyık (Universidad Autónoma de Madrid), 1 December, Västerås
Our next data session will take place on the 1st of December at Mälardalen University, Västerås (U3-104) at 13:15. Merve Bozbıyık (Universidad Autónoma de Madrid) will share data on Peer Interaction in breakout rooms in an online EMI classroom. During the session, an extract based on a collaborative group activity in an online Psychology courseContinue reading “MIND Data session: Merve Bozbıyık (Universidad Autónoma de Madrid), 1 December, Västerås”
Questions and agency in the older adult language classroom
As life-long-learning initiatives have spread around the world, there are now more language courses offered to older-adults. However, we know very little about the interactional dynamics of classrooms in which older-adults learn languages. In this guest blog post, researcher Mara van der Ploeg (University of Groningen, the Netherlands) and her colleagues share their research findingsContinue reading “Questions and agency in the older adult language classroom“
Call for chapters: Conversation Analysis as a Change Agent in Language Teacher Education
We are soliciting manuscripts for an edited volume on conversation analysis as a change agent in language teacher education. Over the last decade, conversation analytic (CA) findings from classroom discourse studies have started feeding into language teacher education contexts, yielding a number of CA-based teacher training frameworks such as SETT (Walsh 2013), IMDAT (Sert, 2019)Continue reading “Call for chapters: Conversation Analysis as a Change Agent in Language Teacher Education”
How do teachers handle errors in mathematics classrooms?
How teachers handle errors of students in classrooms has been a topic of interest for researchers across disciplines. Mathematics is no exception to this. In this guest blog post, researchers Odd Tore Kaufmann (Østfold University College, Norway), Maria Larsson (MIND & M-TERM Research groups, Mälardalen University, Sweden) and Andreas Ryve (M-TERM Research group, Mälardalen University,Continue reading “How do teachers handle errors in mathematics classrooms?“
Mälardalen INteraction & Didactics (MIND) Research Group 