https://www.mdu.se/

In this chapter, I describe and reflect on my use of multimodal conversation analysis(Kääntä & Kasper, 2018; Mondada, 2018) mainly with reference to Sert (2017), a researcharticle that documents situated learning and teaching practices in an English languageclassroom. Conversation analysis (CA) publications within the field of TESOL (1) can becollection-based, (2) can draw on a single case, and (3) can be (micro)longitudinal. Myinvestigations into TESOL classrooms have resulted in a number of collection-basedresearch papers that draw on databases from Luxembourgish (Sert, 2013; Sert & Walsh,2013), Danish (aus der Wieschen & Sert, 2021), Turkish (e.g., Somuncu & Sert, 2019), andSwedish (Sert & Amri, 2021) primary and secondary school settings. While the experienceI will share in this chapter will also reflect my collection-based CA research, I do, however,choose to focus particularly on Sert (2017), a single case analysis of a (micro)longitudinal learning project, since this paper attempts to bridge teaching and learning. While the paperdocuments interactional maneuvers of a novice English language teacher for creating opportunities for learning, it also empirically shows that learning occurs as the focal learner uses a newly learned phrase (i.e., each other – a reciprocal pronoun) in context inthe classroom and orients to the novelty of this phrase. Although the methodological approach and the findings of the paper have recently had a positive impact in the field (seeKotilainen & Kurhila, 2020), the analytical procedures and theoretical framing were challenging,which I will reflect on in this chapter. In the subsections that follow, I will situate the study within its local context and international research arena. In the second and third sections, I will describe the data used and the decisions made in each phase of the research,while providing a meta-analysis of the decision-making processes. I hope that the chapter will be useful for anyone interested in using CA methodology in TESOL research.