Welcome to the English "Intercultural communication and teacher education" website
Our work (2017-2022) focused on conversation analytic research on classroom interaction in multilingual and multicultural learning settings and on case-based teacher training that aims at the professionalization of (prospective) teachers in terms of working in classrooms that call for an orientation to the students' diverse cultural backgrounds and first languages.
Find below some information on recent work and English publications.
Workgroup "Conversation and Discourse Analysis in Teacher Education"
Conversation and discourse analytic research findings and conversation analytic oriented work on classroom interaction can contribute to professionalising protagonists in school contexts on various levels. Taking this as the starting point for the workgroup, we are – in the spirit of an applied conversation analytic approach – engaged with conversation and discourse analysis in school and teaching contexts, aiming at professionalising teacher trainees as well as teaching professionals.
Find below more information on the work group's blog: https://blogs.urz.uni-halle.de/gelb/welcome/
Recent English publications and presentations
Kupetz, Maxi; Becker, Elena (2021): Translanguaging as a communicative resource in the multilingual classroom (in collab. with Helen Nikolay). Online paper presentation. "17th International Pragmatics Conference" (IPrA), 27 June - 2 July 2021, Winterthur (Switzerland).
Kupetz, Maxi (2020): Comment on “A Relational Framework for Integrating the Study of Empathy in Children and Adults”: A Conversation Analytic Perspective. In: Emotion Review. DOI: 10.1177/1754073919897304. (Invited Article Commentary).
Kupetz, Maxi; Karen Glaser; Hie-Jung You (eds.)(2019): Embracing social interaction in the L2 classroom: Perspectives for language teacher education. Special Issue in Classroom Discourse.
Included in this issue:
- 'Embracing social interaction in the L2 classroom: Perspectives for language teacher education' - an introduction. (Karen Glaser; Maxi Kupetz and Hie-Jung You) In: Classroom Discourse 10/1: 1-9. DOI: 10.1080/19463014.2019.1571260
- Accounting for spellings: Ambisyllabic consonants in L2 German spelling discussions. (Barbara Geist; Maxi Kupetz and Karen Glaser) In: Classroom Discourse 10/1: 71-98. DOI: 10.1080/19463014.2019.1567361
Kupetz, Maxi; Becker, Elena (2019): The multimodal constitution of learnables in a German as second language STEM classroom. Paper presentation. "International Institute for Ethnomethodology and Conversation Analysis" Conference (IIEMCA 2019), 2.-5. July 2019, Mannheim (Germany).
Kupetz, Maxi (2019): Exploring refugee students’ experience of classroom practices in German schools. Paper presentation. "Interactional Competences and Practices in a Second Language" Conference (ICOP- L2), 29.-31. May, Västerås (Sweden).
Kupetz, Maxi (2019): Embodying empathy in everyday and institutional settings. On the negotiation of resources, rights and responsibilities in comforting actions. In: Cornelia Gerhardt and Elisabeth Reber (eds.): Embodied Activities in Face-to-face and Mediated Settings: Social Encounters in Time and Space. Cham: Palgrave Macmillan, 329-367.
Kupetz, Maxi; Hie-Jung You; Karen Glaser (2018): Report on the International Symposium "From Interaction Research to the Language Classroom: Integrating Academic Research and Teacher Education" (ARTE 2017). In: Gesprächsforschung Online-Zeitschrift zur verbalen Interaktion 19, 182-188. (Download )