Recent PapersSkip to content Skip to main navigation
2016 - present
Boblett, N., & Waring, H. Z. (2017). The corrective feedback assignment: Seeing error correction in slow motion. In T.C.S. Farrell (Ed.), TESOL voices: Insider accounts of classroom life (pp. 93-100). Alexandria, VA: TESOL International Association.
Boblett, N. (forthcoming). Doing exploratory talk in the language classroom: A sequential account. Hacetteppe University Journal of Education.
Lo, C. H. Y. (2017). Book review: Discourse Analysis: The Questions Discourse Analysts Ask and How They Answer Them. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 17(2), pp. 21-35.
Ma, J. Y. (2016). Ensemble learning and knowing: Developing a walking scale geometry dilation strategy. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowing and learning in interaction: A synthetic agenda for the learning sciences (pp. 292-310). New York, NY: Rutledge.
Reddington, E. (forthcoming). Managing participation in the adult ESL classroom: Engagement and exit practices. Classroom Discourse.
Reddington, E., Yu, D., & Tadic, N. (forthcoming). A tale of two tasks: Facilitating storytelling in the adult ESL classroom. In J. K. Hall & S. Looney (Eds.), The embodied achievement of teaching. Bristol, U. K.: Multilingual Matters.
Tadic, N. (forthcoming). "My brain hurts:" Incorporating learner interests into the classroom. Language & Education.
Tadic, N. & Box, C.D. (forthcoming). Attending to the interpersonal and institutional contingencies of interaction in an elementary classroom. In J. K. Hall & S. Looney (Eds.), The embodied achievement of teaching. Bristol, U. K.: Multilingual Matters.
Wagner, E., & Wagner, S. (2016). Scripted and unscripted texts used in listening tasks on high stakes tests in China, Japan, and Taiwan. In V. Aryadoust and J. Fox (Eds.), Trends in language assessment research and practice: The view from the Middle East and Pacific Rim. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Waring, H. Z. (forthcoming). Teaching L2 interactional competence: Problems and possibilities. Classroom Discourse.
Waring, H. Z. (forthcoming). The what and how of English language teaching: Conversation analytic perspectives. In X. Gao (Ed.), Second handbook of English language teaching. New York: Springer.
Waring, H. Z. (forthcoming). Harnessing the power of heteroglossia in teacher talk. In S. Kunitz, O. Sert & N. Markee (Eds.), Emerging issues in classroom discourse and interaction. New York: Springer.
Waring, H. Z. (forthcoming). Developing interactional competence with limited linguistic resources. In M. R. Salaberry & S. Kunitz (Eds.), Teaching and testing L2 interactional competence: bridging theory and practice. New York: Routledge.
Waring, H. Z., & Carpenter, L. (forthcoming). Gaze shifts as a resource for managing attention and participation. In J. K. Hall & S. Looney (Eds.), The embodied, interactional achievement of teaching. Clevedon: Multilingual Matters.
Waring, H. Z., & Song, G. (forthcoming). Advice in education. In E. MacGeorge & L. Van Swol (Eds.) The Oxford handbook of advice. Oxford: Oxford University Press.
Waring, H. Z., Reddington, E., Yu, D., & Clemente, I. (forthcoming). Going general: Responding to yes-no questions in informational webinars for prospective grant applicants. Discourse & Communication.
Waring, H. Z., & Yu, D. (in press). Life outside the classroom as a resource for language learning. Language Learning Journal.
Waring, H. Z., & Yu, D. (2017). Crying as a resource for renegotiating a “done deal” in parent-child interaction. Research on Children and Social Interaction, 1(2), 116-140.
Waring, H. Z. (2016). Theorizing pedagogical interaction: Insights from conversation analysis. New York: Routeldge.
Waring, H. Z., Reddington, E., & Tadic, N. (2016). Responding artfully to student-initiated departures in the adult ESL classroom. Linguistics and Education, 33, 28-39.
Messerli, T., & Yu, D. (forthcoming). Multimodal Construction of Soccer-Related Humor on Twitter and Instagram. In R, Askin, C. Diederich, & A, Bieri (Eds.), The Aesthetics, Poetics, and Rhetoric of Soccer. Routledge.
2011 - 2015
Box, C.D. (2015). When and how students take the reins: Specifying student initiatives intutoring sessions with preschool-aged children. Applied Linguistics Review, 6, 43-62.
Box, C.D., Creider, S.C., & Waring, H.Z. (2013). Talk in the second and foreign language classroom: A review of the literature. Journal of Contemporary Foreign Language Studies, 396(12), 86-97.
Kieffer, M.J., & Box, C.D. (2013). Derivational morphological awareness, academic vocabulary, and reading comprehension in linguistically diverse sixth graders. Learning & Individual Differences, 24, 168-175.
Box, C.D. (2012). Embodied (non)participation in a tutoring session. Special Issue of Language and Information Society, 16. 79-108.
Box, C.D. (2011). Microanalyzing discourse in the second and foreign language classrooms: A review of the literature. Working Papers in TESOL & Applied Linguistics, 11(2), 1-14.
Clemente, I. (2015). Uncertain Future: Communication and Culture in Childhood Cancer Treatment. Oxford & New York: Wiley Blackwell.
Clemente, I. (2013). Pain in cultural and communicative contexts. In P. McGrath, B. Stevens, S. Walker & W. Zempsky (Eds.), Oxford Textbook of Paediatric Pain. Oxford: Oxford University Press.
Aiarzaguena, J. M., Gaminde, I., Clemente, I., & Garrido, E. (2013). Explaining medically unexplained symptoms: Somatizing patients’ responses in primary care. Patient Education and Counseling, 93(1), 63-72.
Clemente, I., Heritage, J., Meldrum, M. L., Tsao, J. C., & Zeltzer, L. K. (2012). Preserving the child as a respondent: Initiating patient-centered interviews in a US outpatient tertiary care pediatric pain clinic. Communication & medicine, 9(3), 203.
Jacknick, C.M., Box, C.D., & Waring, H.Z., Eds. (2014). Talk in Institutional Settings: A LANSI Volume. Cambridge: Cambridge Scholars Press.
Jacknick, C. M. (2011). Breaking in is hard to do: How students negotiate classroom activity shifts. Classroom Discourse, 2(1), 20-38.
Jacknick, C. M. (2011). But this is writing”: Post-expansion in student-initiated sequences. Novitas-ROYAL (Research on Youth and Language), 5(1), 39-54.
King, A.H. (forthcoming). Joint initiation and joint feedback: Connecting collaboration with pedagogy in co-teaching. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (Hacettepe University Journal of Education).
Hall, R., Ma, J. Y., & Nemirovsky, R. (2015). Re-scaling bodies in/as representational instruments in GPS drawing. In V. R. Lee (Ed.), Learning technologies and the body: Integration and implementation in formal and informal learning environments (pp. 112-131). New York, NY: Routledge.
Ma, J.Y., & Munter, C. (2014). The spatial production of learning opportunities in skateboard parks. Mind, Culture, and Activity, 21, 238-258.
Ma, J.Y., & Singer-Gabella, M. (2011). Learning to teach in the figured world of reform mathematics. Journal of Teacher Education, 62, 8-22.
Milburn, T. (Ed.) (2015). Communicating User Experience: Applying Local Strategies Research to Digital Media Design. Studies in New Media Series. Lantham, MD: Lexington Books (an imprint of Rowman & Littlefield).
Hansen, A. & Milburn, T. (2015). Enacting culture through conversation: Membership Categorization in two nonprofit organizations. Special Issue on Intercultural Nonprofit Partnerships. Y-W. Chen, B. Lawless, & A. Gozalez (Eds.). Journal of International & Intercultural Communication. 8(3), 1-13.
Milburn, T. & Hansen, A. (2015). Joining a new nonprofit board of directors: Beginning with the strategic plan. In J. M. Smith & M. Kramer (Eds.), Case Studies of Nonprofit Organizations and Volunteers. (pp. 75-81). New York, NY: Peter Lang Publishing.
Witteborn, S., Milburn, T. & Ho, E. (2013). The Ethnography of Communication as Applied Methodology: Insights from Three Case Studies. Journal of Applied Communication Research. Vol. 41(2), 188-194.
Milburn, T. (2010). The Relevance of Cultural Communication: For whom and in what respect? Forum: Has Communication Research Made a Difference? Communication Monographs, Vol. 77 (4), pp.440-442.
Reddington, E. (2015). Humor and play in language classroom interaction: A review of the literature. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 15(2).
Reddington, E., & Waring, H. Z. (2015). Understanding the sequential resources for doing humor in the language classroom. HUMOR: International Journal of Humor Research, 28(1), 1-23.
Reddington, E. (2013). Category terms as story-telling shortcuts. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 13(1).
Reddington, E. (2013). Introduction: Membership categorization in action. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 13(1).
Reichelt, M., Salski, Ł., Andres, J., Lowczowski, E., Majchrzak, O., Molenda, M., Parr-Modrzejewska, A., Reddington, E., & Wisniewska-Steciuk, E. (2013). “A table and two chairs”: Starting a writing center in Łódź, Poland. Journal of Second Language Writing, 22, 277-285.
Tadic, N., Yu, D., & Seong, Y. (2015). An interview with APPLE Lecture Speaker Professor James Paul Gee. Working Papers in TESOL & Applied Linguistics, 15(1), 54-56.
Tadic, N., & Yu, D. (2015). Guest Editor of Forum on From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan. Working Papers in TESOL & Applied Linguistics, 15(1), 33-45.
Tadic, N. (2013). Being a woman: Membership categorization in interaction. Working Papers in TESOL & Applied Linguistics, 13(1), 25-28.
Wagner, S. (2015). Asymmetrical aspects of knowledge in mediation talk. In L. Grujicic-Alatriste (Ed.), Linking discourse studies to professional practice. Bristol, UK: Multilingual Matters.
Wagner, S., & Lopez, J. G. (2015). Meeting the challenges of service-learning teaching with international TESOL student teachers. In A. Wurr and J. Perren (Eds.), Learning the Language of Global Citizenship: Strengthening Service-Learning in TESOL. Champaign, IL: Common Ground Publishing.
Wagner, S. (2014). Review of the book The Handbook of Discourse Analysis. Modern Language Journal, 98.
Wagner, S. (2014). The interactive demonstration of interactional competence in the ITA TEACH test. Working Papers in Educational Linguistics, 29.
Wagner, S. (2011). Review of the book Learning Politeness: Disagreement in a second language. Modern Language Journal, 95.
Waring, H. Z. (2015). Promoting self-discovery in the language classroom. International Review of Applied Linguistics (IRAL), 53(1), 61-85
Waring, H. Z. (2014). Managing control and connection in the language classroom. Research in the Teaching of English, 49(1), 52-74.
Waring, H. Z. (2014). Mentor invitation for reflection in post-observation conferences. Applied Linguistics Review, 5(1), 99-123.
Waring, H. Z. (2014). Turn allocation and context: Broadening participation in the second language classroom. In J. Flowerdew (Ed.), Discourse in context: Contemporary applied linguistics Volume 3 (pp. 301-320). London: Bloomsbury Publishing.
Waring, H. Z., Creider, C. C., & Box, C. D. (2013). Explaining vocabulary in the second language classroom: A conversation analytic account. Learning, Culture, and Social Interaction, 2, 249-264.
Waring, H. Z. (2013). Managing the competing voices in the language classroom. Discourse Processes, 50(5), 316-338.
Waring, H. Z. (2013). Managing Stacy: A case study of turn-taking in the language classroom. System, 41(3), 841-851.
Waring, H. Z. (2013). "How was your weekend?": Developing the interactional competence in managing routine inquiries. Language Awareness, 22(1), 1-16.
Waring, H. Z. (2013). Doing being playful in the language classroom. Applied Linguistics, 34, 191-210.
Waring, H. Z. (2013). Two mentor practices that generate teacher reflection without explicit solicitations. RELC Journal: A Journal of Language Teaching and Research, 44(1), 103-119.
Waring, H. Z. (2012). Yes-no questions that convey a critical stance in the language classroom. Language and Education, 26(5), 451-469
Waring, H. Z. (2012). "Any questions?": Investigating understanding-checks in the language classroom. TESOL Quarterly, 46(4), 722-752.
Waring, H. Z., Creider, S., Tarpey, T., & Black, R. (2012). Understanding the specificity of CA and context. Discourse Studies, 14(4), 477-492.
Waring, H. Z. (2012). The advising sequence and its preference structures in graduate peer tutoring in an American university. In H. Limberg & M. A. Locher (Eds.), Advice in discourse (pp. 97-118). Amsterdam: John Benjamins Publishing.
Waring, H. Z. (2012). Doing disaffiliation with now-prefaced utterances. Language and Communication, 32, 265-275.
Waring, H. Z., & Hruska, B. (2012). Problematic directives in pedagogical interaction. Linguistics and Education, 23, 289-300.
Waring, H. Z. (2011). Learner initiatives and learning opportunities. Classroom Discourse, 2(2), 201-218.
Waring, H. Z., & Hruska, B. (2011). Getting and keeping Nora on board: A novice elementary ESOL student teacher's practices for lesson engagement. Linguistics and Education, 22, 441-455.
Wong, J. (2013). A coming of age of conversation analysis and applied linguistics. In Greer, T., C. Roever, & D. Tatsuki (Eds.), Pragmatics and Language Learning, Volume 13 (pp. 5-13). Manoa, Hawai’i: University of Hawai’i, National Foreign Language Resource Center.
Wong, J. (2011). Pragmatic competency in telephone conversational openings. In Houck, N., & D. Tatsuki (Eds.), Pragmatics: Teaching Natural Conversation (p. 119-134). Alexandria, VA: TESOL (Teachers of English to Speakers of Other Languages).
Wong, J. (2011). Pragmatic competency in telephone conversational closings. In Houck, N., & D. Tatsuk (Eds.), Pragmatics: Teaching Natural Conversation(pp. 135-152). Alexandria, VA: TESOL.
Wong, J. & Waring, H. Z. (2010). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. New York: Routledge.
*Last updated: January 2018. Please email firstname.lastname@example.org for additions and revisions.
Our next data session will take place on Saturday, March 24, from 1-3 pm in Grace Dodge Hall 359.