Research

Here is a list of publications and presentations utilizing the CEAPP database:

Publications

2020

Hall, J. K., & Looney, S. D. (2020). Hypothetical self-talk: L2 teacher displays of epistemic uncertainty. TESOL Quarterly. 
 
Looney, S. D., & He, Y. (in press). Laughter and smiling: Sequential resources for managing delayed and disaligning responses. Classroom Discourse.

 

2019

Hall, J. K., Malabarba, T., & Kimura, D. (2019). Responsiveness in teaching: The embodied calibration of student participation in a teacher read-aloud, In J. K. Hall & S. D. Looney (Eds.), The embodied work of teaching. (pp. 37-56). Multilingual Matters.
 
Looney, S. D. (2019). Co-operative Action: Addressing misunderstanding and displaying uncertainty in the undergraduate physics lab. In S. D. Looney & S. Bhalla (Eds.), A transdisciplinary approach to international teaching assistants: Perspective from Applied Linguistics. Multilingual Matters.
 
Looney, S. D., & Kim, J. (2019). Managing disaligning responses: sequence and embodiment in third turn teases. In J. K. Hall & S. D. Looney (Eds.), The embodied work of teaching. (pp. 57-80). Multilingual Matters. 

 

2018

Kimura, D., Mattson, N., & Amory, M. (2018). A conversation analytic approach to oral placement test validation: Attending to vertical and horizontal comparisons. TESOL Journal, 9(3), 455-480.
 
Looney, S. D. & Kim, J. (2018). Humor, uncertainty, and affiliation: Cooperative and  co-operative action in the university science lab. Linguistics and Education, 46, 56-69. https://doi.org/10.1016/j.linged.2018.06.003

 

2017

Kimura, D., & Kazik, N. (2017). Learning in-progress: On the mediating role of gesture in microgenetic development of L2 grammar. Gesture, 16(1), 167-151. 
 
Looney, S. D., Jia, D. & Kimura, D. (2017). Self-Directed Okay in Mathematics Lectures. Journal of Pragmatics, 107(1), 46-59.
 
Matsumoto, Y., & Dobs, A. M. (2017). Pedagogical gestures as interactional resources for teaching and learning tense and aspect in the ESL grammar classroom. Language Learning, 1-36.

 

2013

Hall, J. K., & Smotrova, T. (2013), Teacher self-talk: Interactional resource for managing instruction and eliciting empathy, Journal of Pragmatics, 47, 75-92

 

Presentations

2020

He, Y., & Wang, T. (2020, March), Teachers' display of lower epistemic stance and its pedagogical consequences. Paper accepted by AAAL 2020, Denver, CO. (Conference canceled).
 
Looney, S. D., & Ren, H. (2020, March). Preliminaries as complex multimodal gestalts: Implications for assessing interactional competence. Papre acceted by AAAL 2020. Denver, CO. (Conference canceled).

 

2019

Hall, J. K. (2019, September) Designing L2 learning:  the interdependent relationship between L2 teacher actions and L2 learners’ developing interactional repertoires. Plenary delivered at 2019 SLRF Conference, Michigan State University, East Lansing, MI. 
 
Hall, J. K., Khor, S. Y., & Wang, T. (2019, May), The linguistic formatting of request sequences: A usage- based understanding of the systematic relationship between teacher questions and student responses. Paper presented at ICOP-L2 conference, Mälardalen University, Västerås, Sweden.
 
Hall, J. K., & Looney, S. D. (2019, March), The role of self-talk in displaying an L2 teacher’s epistemic stance toward English grammar. Paper presneted at AAAL 2019, Atlanta, GA.
 
He, Y., & Wang, T. (2019, October), Epistemics or alignment? A conversation analytic study on lie witness news. Paper presented at the 9th Annual Meeting of Language and Social Interaction Working Group (LANSI), Teachers College, Columbia University, New York City.
 
He, Y., & Wang, T. (2019, March). Oh yeah, I HAVE heard of them - Practices to claim higher epistemic stance with absolute K-epistemic status. Paper presented at AAAL 2019, Atlanta, GA.
 
He, Y. & Wang, T. (2019, June). Who am I and who are we? A Conversation Analytic study on teacher identity in instructional activities. Paper presented at the 16th International Pragmatics Conference (IPrA). The Hong Kong Polytechnic University, Hong Kong, China.
 
Khor, S. Y., Hall, J. K., & Wang, T. (2019, October). The linguistic formatting of request sequences: A usage- basedunderstanding of the systematic relationship between teacher questions and student responses. Paper presented at the 9th Annual Meeting of Language and Social Interaction Working Group (LANSI), Teachers College, Columbia University, New York City, NY.
 
Looney, S. D. (2019, June). Classroom tsing: Institutional contingencies and constraints. Paper presented at the 16th International Pragmatics Conference (IPrA). The Hong Kong Polytechnic University, Hong Kong.
 
Looney, S. D. (2019, February). Addressing student questions in the science lab: A module for ITAs. ITA Professionals Symposium. Carnegie Mellon University, Pittsburgh, PA.

 

2018

Hall, J. K. (2018, October).The specialized work of L2 teaching. Seoul National University of Education, Seoul, S. Korea. 

Hall, J. K. (2018, October). Downgrading epistemic certainty. Sogang University, Seoul, S. Korea.
 
Looney, S. D., & He, Y. (2018, October). Third turn laughter: Managing delayed and disaligning responses. Paper presented at the 8th Annual Meeting of Language and Social Interaction Working Group (LANSI). Teachers College, Columbia University, New York City, NY. 
 
Looney, S. D. (2018, July). Embodied action in pre-expansion sequences in a university physics lab. Papre presented at the 5th International Conference on Conversation Analysis (ICCA). Loughborough University, Loughborough, U.K.
 
Looney, S. D. (2018, March) Sequence and embodied action in STEM classrooms: Implications for ITA practice. Plenary delivered at the ITA Professionals Symposium, University of Pittsburgh, Pittsburgh, PA. 
 
2017
Looney, S. D., & Kim, J. (2017, July). Humor and IREs in a university science classroom. Paper presented at the International Institute for Ethnomethodology and Conversation Analysis (IIEMCA). Otterbein University, Columbus, OH.
 
Looney, S. D., & Kim, J. (2017, March). Humor, Affiliation, and Interactional Competence in University STEM Classroom Interaction. Paper presented at AAAL 2017. Portland, OR.

 

2016

Kim, J. (2016, April). Gaze, gesture, and body movement: ESL students' use of nonverbal conduct to interject in class discussion. Poster presented at AAAL 2016, Orlando, FL.
 
Kimura, D., Mattson, N., & Amory, M. D. (2016, April). Improving oral placement tests: A conversation analysis approach. Paper presented at TESOL International Convention & English Language Expo. Baltimore, MD.
 
Looney, S. D. (2016, April). Pre-expansion in university physics labs. Paper presented at TESOL International Convention & English Language Expo. Baltimore, MD.

 

Selective presentations from 2011 to 2015

Hall, J. K. (2015, April), Interactional practices and actions for dealing with troubles in (L2) teaching-and-learning. Invited Speaker, Language Resource Center Invited Speaker Series, Cornell University, Ithaca, NY.
 
Hall, J. K. (2015, February), Dealing with troubles in the L2 classroom: Challenges to teachers’ epistemic status. Invited Speaker, TESOL Language and Linguistics Speakers Series, Temple University, Philadelphia, PA.
 
Hall, J. K. (2014, November), Interactional practices and actions comprising L2 teaching-and-learning. Invited Speaker, College of the Arts and Sciences, University of Miami, Miami, FL
 
Hall, J. K. (2011, October), The constant touch. Plenary delivered at the 1st Annual Meeting of Language and Social Interaction Working Group (LANSI). Teachers College, Columbia University, New York City, NY. 
 
For more publications and presentations by Center for Research on English Language Learning and Teaching (CRELLT), please go to http://crellt.la.psu.edu/publications-presentations