Abstract
Conversation analysis (CA) developed within sociology in the 1960s as a variant of ethnomethodology (see Heritage, 1984). Studying, researching, and teaching within the University of California system, Harvey Sacks and his collaborators, Emanuel Schegloff and Gail Jefferson, initiated a distinct line of work using conversational materials to address questions of social order. These questions concern how speakers and hearers accomplish orderly and intelligible social interaction through the context-sensitive use of rules, procedures, and conventions for naturally occurring conversation (Zimmerman, 1988; Goodwin & Heritage, 1990). The central focus of this work has been the sequential organization of conversation as turns at talk. Researchers on language and education have used the methods and methodology of conversation analysis to advance understanding of classroom talk as a variant of naturally occurring conversation, and to explore and clarify a wide range of pedagogical, assessment, classroom management, and community relation issues in educational settings.
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Heap, J.L. (1997). Conversation Analysis Methods in Researching Language and Education. In: Hornberger, N.H., Corson, D. (eds) Encyclopedia of Language and Education. Encyclopedia of Language and Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4535-0_21
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DOI: https://doi.org/10.1007/978-94-011-4535-0_21
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