Abello-Contesse, C. (2008). [Review of the book Investigating Classroom Discourse, by S. Walsh.]. Language Awareness, 17(4), 355-359.
Al‐Seghayer, K. (2001). [Review of the book Voices from the Language Classroom: Qualitative Research in Second Language Education, by B. Kathleen & N. David (Eds.)]. TESOL Quarterly, 35(2), 350-351.
Aşık, A., & Kuru Gönen, S. İ. (2016). Pre-service EFL teachers’ reported perceptions of their development through SETT experience. Classroom Discourse, 7(2), 164-183.
Avalos-Bevan, B. (2018). Teacher evaluation in Chile: highlights and complexities in 13 years of experience. Teachers and teaching, 24(3), 297-311.
Alwan, F. (2007). Teacher voice in teacher evaluation: Teaching portfolios in the United Arab Emirates. In: C. Coombe, M. Al-Hamly, P. Davidson, & S. Troudi, (Eds.), Evaluating teacher effectiveness in ESL/EFL contexts (pp. 232-244). University of Michigan Press.
Borg, S., & Edmett, A. (2019). Developing a self-assessment tool for English language teachers. Language Teaching Research, 23(5), 655-679.
Cullen, R. (1998). Teacher talk and the classroom context. ELT Journal, 52(3), 179-187.
Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. Teachers College.
Diamond, K. E., Gerde, H. K., & Powell, D. R. (2008). Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children's writing and understanding of letters. Early Childhood Research Quarterly, 23(4), 467-478.
Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge?: A review of the research. Studies in second language acquisition, 24(2), 223-236.
Garton, S. (2012). Speaking out of turn? Taking the initiative in teacher-fronted classroom interaction. Classroom Discourse, 3(1), 29-45.
Gass, S. M., & Mackey, A. (2017). Stimulated recall methodology in applied linguistics and L2 research. Routledge.
Goodwin, L. D., & Goodwin, W. L. (1984). Are validity and reliability" relevant" in qualitative evaluation research?. Evaluation & the Health Professions, 7(4), 413-426.
Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D. C., & Sandilos, L. E. (2014). The language and literacy development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 715-733.
Jin, L., & Cortazzi, M. (2018). Use of the first language. The TESOL Encyclopedia of English Language Teaching (Vol. 1, pp. 1-7). John Wiley & Sons.
Kiasi, M. A., & Hemmati, F. (2014). The importance of "teacher talk" in teaching EFL writing. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (22), 85-108.
Koda, K., & Zehler, A. M. (2008). Introduction: Conceptualizing reading universals, cross-linguistic variations, and second language literacy development. In K. Koda, & Zehler, A. M. (Eds.), Learning to read across languages (pp. 13-22). Routledge.
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in second language acquisition, 26(3), 399-432.
Marzano, R. J., & Toth, M. (2013). Teacher evaluation that makes a difference: A new model for teacher growth and student achievement. ASCD.
McCloskey, M. L. (2018). Initial Literacy Development for Learners of English. In Liontas J. I. (Ed.), The TESOL Encyclopedia of English Language Teaching (Vol. 1, pp. 1-6). John Wiley & Sons.
McCormick, D.E., & Donato, R. (2000). Teacher questions as scaffolded assistance. In: J.K. Hall, & L.S. Verplaetse (Eds.), Second and foreign language learning through classroom interaction. (pp. 183–201). Lawrence Erlbaum.
Oliveira, A. W., & Brown, A. O. (2016). Exemplification in science instruction: Teaching and learning through examples. Journal of Research in Science Teaching, 53(5), 737-767.
Rahimi Domakani, M., & Mirzaei, A. (2013). Exploring dialogism and multivocality in L2 classroom-discourse architecture in Iran. Issues in Language Teaching, 2(1), 83-100.
Rahimi Domakani, M., Mirzaei, A., & Ranjbar, M. (2012). Appraising Iranian l2 classroom discourse contents from the critical pedagogy perspective. Research in Applied Linguistics, 3(1), 62-80.
Rezvani, R., & Sayyadi, A. (2015). Instructors’ and learners’ questioning: A case of EFL classroom discourse in Iran. Journal of Teaching Language Skills, 34(3), 141-164.
Richards, K., & Seedhouse, P. (2005). Applying conversation analysis. Palgrave Macmillan.
Roskos, K., & Vukelich, C. (2006). Early literacy policy and pedagogy. In D. K. Dickinson & S. B.Neuman (Eds.), Handbook of early literacy research (pp. 295–310). Guilford.
Scarborough, H. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice. In S. Neumann, & D. Dickinson (Eds.), Handbook of early literacy (pp. 97–110). Guilford Press.
Scarcella, R., Olson, C. B., & Matuchniak, T. (2018). Literacy development and second language writing. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (Vol. 1, pp. 1-7). John Wiley & Sons.
Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Blackwell Publishing.
Sert, O. (2015). Social interaction and L2 classroom discourse. Edinburgh University Press.
Shahani, S., & Chalak, A. (2017). Classroom Discourse Analysis as a Tool for Reflective Practice: Focus on Form Approach. Research in Applied Linguistics, 8, 84-89.
Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. Oxford: Oxford University Press.
Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.
Walsh, S. (2006a). Talking the talk of the TESOL classroom. ELT Journal, 60(2), 133-141.
Walsh, S. (2006b). Investigating classroom discourse. Routledge.
Walsh, S. (2011). Exploring classroom discourse: Language in action.Routledge.
Walsh, S., & Mann, S. (2015). Doing reflective practice: a data-led way forward. ELT Journal, 69(4), 351-362.
White, H. (2005). Developing literacy skills in the early years: A practical guide. Paul Chapman publishing.
Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11–29). The Guilford Press.
Wright, V. (2018). Vygotsky and a global perspective on scaffolding in learning mathematics. In J. Zajda (ed.), Globalisation and Education Reforms. Globalisation, Comparative Education and Policy Research (pp. 123-135). Springer.
Language Related Research