Education

• Ph.D., University at Albany, SUNY New York 

Areas of Specialization

• Interactional Foundations of L2 Teaching and Learning
• Classroom Discourse
• Conversation Analysis

Selected Publications

BOOKS

Hall, J.K. & Looney, S. D. (eds.) (in press) The Embodied Work of Teaching. Multilingual Matters.

Hall, J.K. (2019) Essentials of SLA for L2 teachers: A transdisciplinary framework, New York: Routledge.

Hall, J.K. (2012) Teaching and researching language and culture, 2nd edn. London: Pearson

Hall, J.K., Hellermann, J., & Pekarak Doehler, S. (eds) (2011) L2 Interactional competence and development, Clevedon: Multilingual Matters

ARTICLES

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, 103, (supplement), 80-94.

Hall, J.K. (2018). A transdisciplinary framework for SLA: Essential understandings for L2 researchers and teachers. 3L: Language, Linguistics, Literature 24, 1-12.

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, DOI: 10.1080/19463014.2018.1485589

Hall, J.K. & Butler, E.R., (2017), The shifting role of a document in shaping the outcome of a small group project meeting, Text & Talk, https://doi.org/10.1515/text-2017-0021

Douglas Fir Group (Dwight Atkinson, Heidi Byrnes, Meredith Doran, Patricia Duff, Joan Kelly Hall, Karen Johnson, James Lantolf, Diane Larsen-Freeman, Bonny Norton, John Schumann, Merrill Swain, and Elaine Tarone) (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal 100 (Supplement 2016): 19-47.

Hall, J. K., & Smotrova, T. (2013). Teacher self-talk: Interactional resource for managing instruction and eliciting empathy. Journal of Pragmatics, 47, 75-92.