Seedhouse-etal2018
| Seedhouse-etal2018 | |
|---|---|
| BibType | ARTICLE |
| Key | Seedhouse-etal2018 |
| Author(s) | Paul Seedhouse, Ufuk Balaman, Olcay Sert |
| Title | Editorial to the Special Issue ‘Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives’ |
| Editor(s) | |
| Tag(s) | EMCA, Teaching, Learning, Applied, Education, Classroom |
| Publisher | |
| Year | 2018 |
| Language | English |
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| Month | |
| Journal | Hacettepe University Journal of Education |
| Volume | |
| Number | 33 |
| Pages | 1–3 |
| URL | Link |
| DOI | 10.16986/HUJE.2018038792 |
| ISBN | |
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Abstract
The classic CA question to apply to spoken interaction is ‘why that, right now?’. This aims to reveal the rationale for the production of a specific social action at a specific point in an interactional sequence. The question can be applied in different contexts, however, so what if we apply it to this special issue – why a special issue on this topic at this time? CA emerged from the discipline of sociology in the USA in the 1960s and since then has been applied to a wide range of professional settings in a variety of countries. Education as a discipline is wellknown for dependence on context; procedures which work well in one setting may not work at all in a different setting. A significant contribution of CA in the field of education has been to provide evidence of what actually happens in classrooms around the world, illuminating the actual processes and practices of teaching and learning. This collection shows how widely CA approaches are being used to investigate teaching and learning through interaction in a huge range of contexts around the world. This is clearly an approach which has come of age for educational researchers and this special issue therefore marks a milestone!
Notes
