Professional Bio

Joan Kelly Hall’s  research centers on documenting the specialized interactional practices and actions of teaching-and-learning found in instructional settings. Informed by Conversation Analysis and Interactional Linguistics, her work has two goals:  1. to enhance empirical understanding of the specialized semiotic repertoires by which instructional projects are accomplished at a level of articulation that allows researchers and teachers to see the work that is done in instructional settings in new and potentially transformative ways; and 2. to further understandings of the links between L2 input and second language acquisition. She has published extensively and lectured nationally and internationally on these topics. She is author or editor of 10 books including The practical nature of L2 teaching: A conversation analysis perspective (Routledge, 2023), Essentials of SLA for L2 Teachers: A transdisciplinary framework (2019, Routledge), The embodied work of teaching (2019, Multilingual Matters, 2019),  Teaching and researching language and culture  (2011, Routledge) and L2 interactional competence and development (2011, Multilingual Matters).

Select Recent Articles and Book Chapters

Hall, J. K. (2023). Comments on assessing interactional competence: Exploring ratability challenges. Applied Pragmatics, 5, 234-239.

Hall, J.K. (2022). L2 classroom input and L2 positionally sensitive grammars: The role of information-seeking question sequences. The Modern Language Journal. 106, SI, 113-131.

Hall, J. K., Wang, T., & Khor, S. Y. (2020). Links between L2 teacher questions and L2 learners’ developing linguistic repertories. Iranian Journal of Language Teaching Research, 8, 25-40.

Hall, J.K. (2020). L2 classroom interaction and its links to L2 learners’ developing L2 linguistic repertoires: A  research agenda. Language Teaching, 1-16. doi:10.1017/S0261444820000397

Hall, J.K. & Looney, S. D. (2020). The role of self-talk in downgrading a teacher’s certainty about grammar matters. TESOL Quarterly55: 185-218. https://doi.org/10.1002/tesq.583

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, SI, 80-94.

Hall, J.K., & Looney, S. D. (2019) Introduction to the embodied work of teaching. In J.K. Hall & S. Looney, (Eds.) The embodied work of teaching. (pp. 1-14). Multilingual Matters.

Hall, J.K., Malabarba, T., Kimura, D. (2019) Responsiveness in teaching: The embodied calibration of student participation in a teacher read-aloud, In J.K Hall & S. Looney, (Eds.) The embodied work of teaching. (pp. 37-56). Multilingual Matters.

Hall, J.K. (2019).  An EMCA approach to capturing the specialized work of L2 teaching: A research proposal. In M. Haneda & H. Nassiji (Eds.), Perspectives on language as action: Essays in honor of Merrill Swain (pp. 228-245). Multilingual Matters.

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 and 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.