Research
Publications
2019
Hall, J.K. (2019) Essentials of SLA for L2 teachers: A transdisciplinary framework, New York: Routledge.
Hall, J.K. (2019). An EMCA approach to capturing the specialized work of L2 teaching: A research proposal. In M. Haneda & H. Nassiji (Eds.), Perspectives on Language as Action: Essays in Honor of Merrill Swain Multilingual Matters.
Hall, J.K. (2019). The contributions of conversation analysis and interactional linguistics to a usage-based understanding of language: Expanding the transdisciplinary framework. The Modern Language Journal.
Hall, J.K. & Looney, S. D. (eds.) (in press) The Embodied Work of Teaching. Multilingual Matters.
Hall, J.K., & Looney, S. D. (in press) Introduction to the embodied work of teaching. In In J.K Hall & S. Looney, (eds.) The Embodied Work of Teaching. Multilingual Matters.
Hall, J.K., Malabarba, T., Kimura, D. (in press) Responsiveness in teaching: The embodied calibration of student participation in a teacher read-aloud, In J.K Hall & S. Looney, (Eds.) The Embodied Work of Teaching. Multilingual Matters.
Looney, S. D. (2019). Co-operative Action: Addressing Misunderstanding and Displaying Uncertainty in the Undergraduate Physics Lab. In A Transdisciplinary Approach to International Teaching Assistants: Perspective from Applied Linguistics. S. D. Looney and S. Bhalla (eds). Bristol, U.K.: Multilingual Matters.
Looney, S. D. and 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 Bristol, U.K.: Multilingual Matters.
2018
Hall, J.K. (2018). A transdisciplinary framework for SLA: Essential understandings for L2 researchers and teachers. 3L:
Language, Linguistics, Literature
Hall, J.K. (2018) From interactional competence to interactional repertoires: Reconceptualizing the goal of L2
learning, Classroom Discourse, 9, 1, 25-39. DOI: 10.1080/19463014.2018.1433050
Kimura, D., Malabarba, T. & Hall, J.K. (2018). Theoretical considerations for producing video data for pedagogical research:
A conversation analytic perspective. Classroom Discourse, https://doi.org/10.1080/19463014.2018.1485589
Looney, S. D., and 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
Hall, J.K. & Butler, E.M. (2017). The shifting role of a document in managing conflict and shaping the outcome of a small group
meeting. Text & Talk, https://doi.org/10.1515/text-2017-0021
Kimura, D., & Kazik, N. (2017). Learning in-progress: On the mediating role of gesture in microgenetic development of L2
grammar. Gesture, 16(1).
Kimura, D., Mattson, N. & Amory, M. (2017). A conversation analytic approach to oral placement test validation. TESOL Journal
Looney, S., Jia, D. and 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. Link to PDF
2016
Amory, M. D., & Kisselev, O. (2016). Toward a systematic transcription of gesture in conversation
analysis research. Proceedings of Multimodal Corpora (MMC): Computer Vision and Language Processing. Paper
presented at the 10th Edition of the Language Resources and Evaluation Conference, Portoroz, Slovenia, (pp. 9-12). Link to PDF
2013
Hall, J. K., & Smotrova, T. (2013). Teacher self-talk: Interactional resource for managing instruction and eliciting
empathy. Journal of Pragmatics, 47(1), 75-92. Link to PDF
Presentations
2019
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. American Association for Applied Linguistics (AAAL). Atlanta, GA.
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 the Annual Convention of the American Association for Applied Linguistics. Atlanta, GA.
Looney, S. D. (2019, June). Classroom Teasing: Institutional Contingencies and Constraints. 16th International Pragmatics
Conference (IPrA). 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), A transdisciplinary framework of SLA: Essential understandings for L2 teachers, Plenary, ALAK 2018
Conference, Seoul, S. Korea
Hall, J.K. (2018, October). Downgrading epistemic certainty, Sogang University, Seoul, S. Korea
Hall, J. K., (2018, March), Using usage-based understandings of language to reconceptualize the goal of L2 research and
learning. Paper presented as part of the colloquium “Expanding Linguistic Resources in and for Social Interaction: Research at the Interface of CA-SLA and Usage-Based SLA”. 2018 AAAL conference. Chicago, IL.
Looney, S. D. (2018, March) Sequence and Embodied Action in STEM Classrooms: Implications for ITA Practice.
Plenary, ITA Professionals Symposium, University of Pittsburgh.
Looney, S. D. (2018, July). Embodied action in pre-expansion sequences in a university physics lab. On Looney, S. D., The
Embodied Interactional Accomplishment of Teaching. 5th International Conference on Conversation Analysis (ICCA).
Loughborough University, Loughborough, U.K.
Looney, S. D. & He, Y. (2018, October). Third turn laughter: Managing delayed and disaligning responses. Paper presented
at the 8th Annual Language and Social Interaction Working Group (LANSI). Teachers College, Columbia University, New York City.
2017
Hall, J. K. (2017, January), Interactional Competence: Looking Back, Moving Forward Keynote Address, ICOP-L2 Conference.
Presentation, University of Neuchâtel, Switzerland
Hall, J.K. (2017, October). The specialized work of L2 teaching. Seoul National University of Education, Seoul, S. Korea
Looney, S. D. (2017, October). Beyond Logocentrism: Analyzing Embodiment in L2 Use. Second Language Research
Forum (SLRF) Ohio State University, Columbus, OH.
Looney, S. D., & Kim, J. (2017, March). Humor, Affiliation, and Interactional Competence in University STEM Classroom
Interaction. AAAL. Portland, OR.
Looney, S. D., & Kim, J. (2017, July). Humor and IREs in a University Science Classroom. International Institute for
Ethnomethodology and Conversation Analysis (IIEMCA). Otterbein University, Columbus, OH.
2016
Amory, M. D. (2016, April). Toward a systematic transcription of gesture in conversation analysis research. Paper presented at
the Annual Convention of the American Association for Applied Linguistics, Orlando, Florida.
Kim, J. (2016, April). Gaze, gesture, and body movement: ESL students’ use of nonverbal conduct to interject in class
discussion. Poster presented at the Annual Convention of the American Association for Applied Linguistics, Orlando, Florida.
Kimura, D., Hall, J.K., & Malabara, T. (2016, April). Beyond transcription and analysis: Heuristic methodological
recommendations for generating video data in studying multimodal classroom interaction. Paper presented at the Annual
Convention of the American Association for Applied Linguistics, Orlando, Florida.
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, Maryland.
Looney, S. (2016, April). Pre-expansion in university physics labs. ITA-IS Academic Session. Paper presented at Teachers of
English to Speakers of Other Languages (TESOL) International Convention & English Language Expo. Baltimore, MD.
2015
Dobs, A. (2015, March). “A very serious professor”: Playing with membership categories in the L2 classroom. Paper presented
at the Annual Convention of the American Association for Applied Linguistics, Toronto, Ontario.
Hall, J.K. (2015, February), Dealing with troubles in the L2 classroom: Challenges to teachers’ epistemic status, Invited Speaker
for the TESOL Language and Linguistics Speakers Series, Temple University, Philadelphia, PA.
Hall, J.K. (2015, March), CA’s contribution to a usage-based understanding of SLA, invited paper for the AAAL 2015 Language
Learning Roundtable, Toronto, CA.
Hall, J.K. (2015, April), Interactional practices and actions for dealing with troubles in (L2) teaching-and-learning, Invited
Speaker for the Language Resource Center Invited Speaker Series, Cornell University, Ithaca, NY.
Kimura, D., & Kazik, N. (2015, March). Learning in-progress: Tracing a student’s conceptual development through gesture.
Paper presented at the Annual Convention of the American Association for Applied Linguistics, Toronto, Ontario.
Looney, S. (2015, March). Okay so: Discourse markers across teaching contexts. Paper presented at TESOL International
Convention & English Language Expo. Toronto, Ontario.
Looney, S. (2015, October). Locating and resolving troubles: Sequential templates for university physics labs. Paper presented
at the 5th Annual Language and Social Interaction Working Group (LANSI). Teachers College, Columbia University, New York City.
Looney, S., Jia, D., and Kimura, D. (2015, March). Discourse Markers as interactional resources in university mathematics
recitations. Paper presented at the Annual Convention of the American Association for Applied Linguistics, Toronto, Ontario.
Smotrova, T., & Jia, D. (2015, March). Classroom interactional competence: Gestural holds as an interactional resource. Paper
presented at the Annual Convention of the American Association for Applied Linguistics, Toronto, Ontario.
2014
Hall, J.K (2014, March) Interactional Competence for L2 Teaching, invited paper for the TESOL 2014 colloquium.
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.
Dobs, A., & Matsumoto, Y. (2014, March). How do you walk at the door?: A single case analysis of an ESL teacher’s response
to student-initiated questions. Paper presented at the Annual Convention of the American Association for Applied Linguistics, Portland, Oregon.
Looney, S. (2014, October). Okay So: Discourse markers across teaching contexts. Paper presented at the 4th Annual
Language and Social Interaction Working Group (LANSI). Teachers College, Columbia University, New York City.
2013
Dobs, A., Spencer, T., & Hall, J.K. (2013, March). Successful classroom participation: What counts? Paper presented at the
Annual Convention of the American Association for Applied Linguistics, Dallas, Texas.
2013
Dobs, A., Spencer, T., & Hall, J.K. (2012, October). Ambiguous patterns of classroom participation in a sixth grade math lesson.
Paper presented at International Pragmatics Conference of the Americas, Charlotte, North Carolina.
Gianico, J., & Jadlocki, M. (2012, March). Instructors’ hypothetical discourse and gesture as models of potential thought and
talk. Paper presented at the Annual Convention of the American Association for Applied Linguistics, Boston, Massachusetts.
Hall, J.K., & Smotrova, T. (2012, March). The constant touch: The interactional work of maintaining student attention while
managing tasks. Paper presented at the Annual Convention of the American Association for Applied Linguistics, Boston,
Massachusetts.