Waring, Hansun Z. (hz30)Skip to content Skip to main navigation
Tuesday 8:00-8:45AM and 2:15-3:00PM; Wednesday 8:30-9:15AM and 4:15-5:00PM
B.A. in English Literature, Beijing University;
M.A. in TESOL, University of Central Missouri;
Ed. M., Ed.D. in Applied Linguistics, Teachers College, Columbia University.
Language and social interaction:
- Conversation analysis
- Classroom discourse
- Advice giving and receiving
- Parent-child interaction
- Communicating with the public
Language and Social Interaction Working Group (LANSI)
LANSI was established in Fall 2010 to bring together students and scholars in the larger metropolitan area of New York working on naturally-occurring social interaction. As a relatively new venture sponsored by The TESOL and Applied Linguistics Program here at Teachers College, Columbia University, LANSI pursues two goals:
(1) create a space for analytical workouts: for the past four years, we have been hosting monthly data sessions, where students and professors work side by side as colleagues towards the common goal of becoming better analysts (If you’re interested in joining us, check our website at www.tc.edu/lansi for schedules and locations);
(2) provide a forum for and promote dialogs among analysts who work within the various areas of language and social interaction. Through LANSI, we hope to engage in substantive conversations that would enrich our understandings--not only of our common interest, but also of each other.
- Wong, J., & Waring, H. Z. (Eds.) (2021). Story-telling in multilingual settings: A conversation analytic perspective. New York: Routledge.
- Waring, H. Z., & Creider, S. C. (2021). Micro-reflection on classroom communication: A FAB Framework. Sheffield, UK: Equinox.
- Waring, H. Z., & Reddington, E. (Eds.) (2020). Communicating with the public: Conversation analytic studies. London: Bloomsbury Publishing.
- Wong, J., & Waring, H. Z. (2020). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers (2nd edition). New York: Routledge.
- Waring, H. Z. (2020). Conditional granting: Parent-child interaction at mealtimes. Journal of Pragmatics, 167, 116-130.
- Waring, H. Z. (2019). Voicing as a child resource for becoming “an inch taller.” Semiotica, 231, 147-169.
- Waring, H. Z. (2019). The what and how of English language teaching: Conversation analytic perspectives. In X. Gao (Ed.), Second handbook of English language teaching (pp. 1053-1070). New York: Springer, Cham. https://doi.org/10.1007/978-3-319-58542-0_54-1
- Waring, H. Z., & Carpenter, L. (2019). Gaze shifts as a resource for managing attention and participation. In J. K. Hall & S. Looney (Eds.), The embodied work of teaching (pp. 122-141). Clevedon: Multilingual Matters. [with TC doctoral student]
- Waring, H. Z. (2019). Developing interactional competence with limited linguistic resources. In M. R. Salaberry & S. Kunitz (Eds.), Teaching and testing L2 interactional competence: bridging theory and practice (pp. 215-227). New York: Routledge.
- Waring, H. Z. (2019). Problematizing information-seeking wh-questions. Language and Communication, 64, 81-90.
- Waring, H. Z., Reddington, E., Yu, D., & Clemente, I. (2018). Going general: Responding to yes-no questions in informational webinars for prospective grant applicants. Discourse & Communication, 12(3), 307-327. [with TC doctoral students]
- Waring, H. Z., & Song, G. (2018). Advice in education. In E. MacGeorge & L. Van Swol (Eds.) The Oxford handbook of advice (pp. 217-236). Oxford: Oxford University Press. [with TC doctoral student]
- Waring, H. Z. (2018). Teaching L2 interactional competence: Problems and possibilities. Classroom Discourse, 9(1), 57-67.
- Waring, H. Z. (2018). Discourse analysis: The questions discourse analysts ask and how they answer them. New York: Routledge.
- Waring, H. Z. (2017). Conversation. In A. Barron, Y. Gu, & G. Steen (Eds.), Handbook of pragmatics (pp. 357-370). London: Routledge.
- Waring, H.Z. (2017). Conversation analytic approaches to language education. In K. King & Y-J Lai (Eds.), Research methods. Encyclopedia of language education (3rd edition), Vol. 10 (pp.463-474). New York: Springer.
- Waring, H. Z. (2017). Going general as a resource for doing advising in mentor-teacher conversations. Journal of Pragmatics, 110, 20-33.
- 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: Routledge. [See book talk here.]
- Waring, H. Z., Reddington, E., & Tadic, N. (2016). Responding artfully to student-initiated departures in the adult ESL classroom. Lingustics and Education, 33, 28-39.
- Waring, H. Z. (2015). Promoting self-discovery in the language classroom. International Review of Applied Linguistics (IRAL), 53(1), 61-85
- Reddington, E., & Waring, H. Z. (2015). Understanding the sequential resources of doing humor in the language classroom. Humor: International Journal of Humor Research, 28(1), 1-23.
- 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. & Waring, H. Z. (2010). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. New York: Routledge. [See webcast about the book here.]
- Waring, H. Z. (2009). Moving out of IRF: A single case analysis. Language Learning, 59(4), 796-824.
- Wong, J., & Waring, H. Z. (2009). "Very good" as a teacher response. ELT Journal, 63(3), 195-203.
- Waring, H. Z. (2008). Using explicit positive assessment in the language classroom: IRF, feedback, and learning opportunities. The Modern Language Journal, 92(4), 577-594.
- Waring, H. Z. (2007b). The multi-functionality of accounts in advice giving. Journal of Sociolinguistics,11(3), 367-369.
- Waring, H. Z. (2007a). Complex advice acceptance as a resource for managing asymmetries. Text and Talk, 27(1), 107-137.
- Waring, H. Z. (2005). Peer tutoring in a graduate writing center: Identity, expertise and advice resisting. Applied Linguistics, 26, 141-168.
- Waring, H. Z. (2003). "Also" as a discourse marker: Its use in disjunctive and disaffiliative environments. Discourse Studies, 5(3), 415-436.
- Waring, H. Z. (2002b). Expressing noncomprehension in seminar discussion. Journal of Pragmatics, 34 (12), 1711-1731.
- Waring, H. Z. (2002a). Displaying substantive recipiency in seminar discussion. Research on Language and Social Interaction, 35(4), 453-479.
Nancy Boblett has taught ESL/EFL and Spanish for over 35 years in Spain and in the U.S. She currently teaches Classroom Practices and Practicum I in the TESOL/AL M.A. program at Teachers College, Columbia University. In addition, she teaches Academic Language and Culture for the Office of International Services at TC and gives workshops on Speaking, Intelligibility, Listening, and Building Fluency at Baruch College (CUNY). At present, Nancy is pursuing Ed.D. studies at Teachers College and her areas of interest include teacher education, teacher expertise, and classroom discourse.
Lauren Carpenter is a doctoral student in the Applied Linguistics program at Teachers College, Columbia University. A former ESL public school teacher, her research interest involves examining the interactional patterns of gesture and speech in K-12 classrooms. Currently at TC, she is also a supervisor for the K-12 TESOL program as well as EdTPA fellow. Additionally, she instructs K-12 teacher candidates at Hunter College.
Kelly Frantz is a doctoral student in the Applied Linguistics program at Teachers College, Columbia University. She received her BA from Allegheny College and MA in Applied Linguistics from Teachers College.
As a former Fulbright English Teaching Assistant, she has taught English both in the US and abroad for a number of years. Now, as a doctoral student, her research interests are still developing; however, she is
specifically interested in using conversation analysis to study interaction in language classrooms and writing centers.
Allie Hope King is a doctoral candidate in Applied Linguistics at Teachers College, Columbia University. She has an Ed.M. in Applied Linguistics from TC, an M.Ed. in Foreign Language Education and TESOL from the University of Pittsburgh, and a bachelor’s in Modern Languages from Carnegie Mellon University. Her research focuses on classroom discourse, specifically what co-teacher interaction looks like through a conversation analytic lens. Prior to returning to New York for her current academic endeavors, she taught ESL in a number of contexts and locations around the U.S. While at TC, she has taught several courses in the Community Language Program, and has been a mentor and instructor for the TESOL Certificate Program.
Carol Lo is in the EDD program in Applied Linguistics at TC, specializing in language use. Carol has been working in the ESL profession since 2007 and has taught teenagers and adults abroad and in the US. She is currently an Adjunct Instructor at the American Language Program at Columbia, teaching international students academic English. Her research interests include L1/L2 interaction, classroom discourse, and best practices for ESL tutoring in writing center. She earned her bachelor's degree from The University of Hong Kong, her master's degree in Applied Linguistics from Teachers College, Columbia University and completed a TESOL Certificate at The University of Queensland, Australia.
Elizabeth Reddington is a doctoral student in Applied Linguistics at Teachers College, where she also earned her M.A. A former Fulbright fellow, Elizabeth has taught English to speakers of other languages in higher education settings in the U.S. and Poland. At TC, she has taught pedagogical grammar for teachers-in-training through the TESOL Certificate Program as well as a writing course for students in the M.A. program in Applied Linguistics and TESOL. She is particularly interested in applying conversation analysis to the study of classroom discourse to gain insight into relationships between teacher talk, student participation, and the creation of opportunities for language learning. She has co-authored an article on humor in the L2 classroom for HUMOR: International Journal of Humor Research (in press) and a report on a writing center initiative at a Polish university for the Journal of Second Language Writing. Her work has also appeared in Working Papers in TESOL & Applied Linguistics.
Gahye Song is a doctoral student in Applied Linguistics at Teachers College, Columbia University. Her research interests include the relationship between grammar and interactional patterns and second language socialization in/outside of classrooms, using the methodological framework of conversation analysis. She is currently teaching advanced Korean at Columbia University and has taught ESL/EFL in the United States and South Korea. Her work on membership categorization analysis appeared in Working Papers in TESOL & Applied Linguistics. She has also co-authored 3 EFL textbooks and accompanying teacher's guides (grades 7 to 9) published in South Korea (Reading Engine 1, 2, and 3, 2014). She received her B.A. from McGill University and her M.A. and Ed.M. from Teachers College, Columbia University.
Nadja Tadic is a doctoral student in Applied Linguistics at Teachers College, Columbia University. Her research interests include classroom interaction, critical pedagogy, and combing the conversation analytic and critical discourse analytic frameworks to uncover ways of maximizing learning. She is particularly interested in identifying interactional patterns that can help increase at risk students' participation, learning, and achievement. Currently, Nadja is a Fellow in the Community Language Program where she strives to incorporate L2 classroom interaction and critical pedagogy research findings into her teaching of ESL to adult learners.
Junko Takahashi is a doctoral student in the Applied Linguistics program at Teachers College, Columbia University. Her research interests include discourse analysis, conversation analysis, and sociolinguistics, particularly pertaining to Asian students' interactional pattern in the English classrooms. She has taught ESL and Japanese at St. Peter's College and New Jersey City University. Her commentary "Culture as Context" for the forum "Text and Context: The Role of Context in Discourse Analysis" appeared on the TC TESOL/AL Web Journal (2010). She is also an education writer for Japanese newspapers and is a published author of an education book for Japanese families "America chuzai: Korede anshin kodomo no kyoiku navi" (2008) and a contributing writer of "Living in English-Speaking Countries" (2011).
Di Yu is a doctoral student in Applied Linguistics at Teachers College, Columbia University. She received her M.A. in TESOL and Ed.M. in Applied Linguistics from Teachers College as well. Her research interests include media discourse, political discourse, humor, and the use of multimodal resources in interaction. Di has presented her research at conferences such as AAAL, ISHS, and AILA. Currently she is a Tech Fellow at Teachers College and also a member of the AAAL Graduate Student Committee.
Catherine Box is a Lecturer in the Educational Linguistics Division at the University of Pennsylvania. She earned her M.A. and Ed.D. in Applied Linguistics at Teachers College, Columbia University. She holds a second M.A. in English from West Chester University, and an A.B. in English/French at Muhlenberg College, where she graduated Phi Beta Kappa and was awarded the Phi Sigma Iota Award for Excellence in Romance Languages, and the Paul C. Scherr Award for Outstanding Writing. She has taught English Literature, ESL, and French in the United States at both the K-12 and the postsecondary level; she has also taught English in Paris, France, at secondary and postsecondary levels. Presently a teacher trainer, her passion is to advocate for immigrants and immigrant education and improve teaching methods in content-based classrooms. Her research focuses on interaction and multimodality in educational settings, both traditional and informal, conducting her work within the conversation analytic paradigm. Formerly an executive board member of New York State TESOL, Catherine has presented research at AAAL, NYS TESOL, SETESOL, TESOL International, as well as conferences in France, Greece, and Switzerland. Her work, often in collaboration with other researchers from Teachers College, has appeared in Applied Linguistics Review, Language & Information Society, Learning & Individual Differences, and Language, Culture, & Social Interaction.
Sarah Creider is a Visiting Assistant Professor of Multilingual Multicultural Studies at New York University. She received an EdD from Teachers College, Columbia University, and a BA from Sarah Lawrence College. An applied linguist, she uses conversation analysis to discover concrete methods for bringing student voices into the classroom. In particular, she is interested in sequential and simultaneous analyses of talk, gesture, body position, and objects in educational environments. Most recently, she has looked at how entrenched patterns of teacher-student interaction can shift when teachers avoid asking questions. She also specializes in second-language pedagogy for adult students with limited first language literacy. Her work has been published in the Journal of Contemporary Foreign Language Studies; Learning, Culture, & Social Interaction; Discourse Studies; Language and Information Society; the Journal of Applied Linguistics and Professional Practice; and Working Papers in TESOL & Applied Linguistics. She was co-chair of the first and fourth annual meetings of the Language and Social Interaction Working Group (LANSI) at Teaches College, Columbia University. She has been an adjunct in the TESOL and Applied Linguistics programs at Teachers College, Columbia University and at Hunter College, and was the interim director of the TESOL Certificate Program at Teachers College, Columbia University.
Drew S. Fagan (Ed.D, Teachers College, Columbia University) is a clinical assistant professor of TESOL and the Outreach/International TESOL Coordinator for the Department of Teaching and Learning, Policy and Leadership in the College of Education at the University of Maryland. Over the past two decades, Dr. Fagan has worked as an English as a Second Language (ESL) and English as a Foreign Language (EFL) teacher and teacher educator in K-12, higher education, and adult education settings across the United States, Japan, China, Spain, and Mexico, and was the first EFL Fulbright Fellow to the Slovak Republic in 2005-2006. His research focuses on factors affecting language teacher talk and the subsequent effect of that talk on language learning opportunities in classroom interactions. His work has appeared in numerous publications within the TESOL field. Currently, his research examines the development of novice ESL teacher talk over the first five years of their careers. In addition to presenting his work at numerous international conferences, Dr. Fagan has also organized and chaired several colloquia and conferences which focus on educating ESL and other content area teachers for working with English language learners.