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      Seedhouse, P. 2010. ‘The relationship between pedagogical focus and interaction in L2 lessons’ in The Continuum Companion to Second Language Acquisition. London: Continuum, pp. 220-246
      Book editor(s): Macaro, E.
      ISBN: 9780826495068
      Entered by: Newcastle University (School of Education, Communication and Language Sciences)
      Leung, C. 2010. ‘English as an additional language: learning and participating in mainstream classrooms’ in Conceptualising Learning in Applied Linguistics. Basingstoke, Hampshire: Palgrave MacMillan, pp. 182-205
      Book editor(s): Seedhouse, P., S. Walsh and C. Jenks.
      ISBN: 978-0230232549
      Summary: A data-driven discussion on what counts as Additional / Second Language (EAL) learning in mainstream schooling where there is little EAL teaching and where EAL pupils develop their English through participation in subject (e.g. Mathematics and Science) activities.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: secondary
      Entered by: King's College London (Department of Education and Professional Studies)
      Seedhouse, P. 2010. ‘A framework for conceptualising learning in applied linguistics’ in Conceptualising Learning in Applied Linguistics. London: Palgrave Macmillan, pp. 240-256
      Book editor(s): Seedhouse, P., S. Walsh and C. Jenks.
      ISBN: 9780230232549
      Entered by: Newcastle University (School of Education, Communication and Language Sciences)
      Seedhouse, P. 2010. ‘Locusts, snowflakes and recasts: complexity theory and spoken interaction’. Classroom Discourse 1/1: 4-24
      Entered by: Newcastle University (School of Education, Communication and Language Sciences)
      Seedhouse, P. 2008. ‘Learning to talk the talk: Conversation analysis as a tool for induction of trainee teachers’ in Professional Encounters in TESOL. Basingstoke: Palgrave Macmillan, pp. 42-57
      Book editor(s): Garton, S. and K. Richards.
      ISBN: 9780230553514
      Summary: A particular puzzle for trainee teachers is how it is that experienced teachers manage to create a pedagogical focus, that is, to get students to do what they want, in an apparently effortless manner.
      Country of research: various
      Learners' background: various
      Entered by: Newcastle University (School of Education, Communication and Language Sciences)
      Seedhouse, P. 2008. ‘The Interactional Architecture of the Language Classroom’. Babylonia 3: 22-24
      Country of research: various
      Learners' background: various
      Entered by: Newcastle University (School of Education, Communication and Language Sciences)
      Seedhouse, P. 2007. ‘Interaction and constructs’ in Language Learning and Teaching as Social Interaction. Basingstoke: Palgrave Macmillan, pp. 9-21
      Book editor(s): Hua, Z., P. Seedhouse, L. Wei and V. Cook.
      ISBN: 230517005
      Summary: There is currently considerable interest in the relationship between Conversation Analysis (CA) and sociocultural or Social Constructionist (SC) approaches to language learning. This chapter analyses extracts of L2 classroom interaction to discover the extent to which SC constructs may or may not be manifest in the details of the interaction.
      Country of research: various
      Learners' background: various
      Entered by: Newcastle University (School of Education, Communication and Language Sciences)
      Richards, K. 2007. ‘Knowing when to "no": Aspects of alignment in professional relationships’ in Conversation Analysis and Languages for Specific Purposes. Bern: Peter Lang, pp. 69-98
      Book editor(s): Bowles, H. and P. Seedhouse.
      ISBN: 978-3-03911-469-6
      Summary: This chapter explores how the use of 'no' is negotiated in different professional contexts and highlights the implications of this for teaching ESP in such contexts.
      Country of research: United Kingdom
      Institutional level: adult
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Seedhouse, P. and K. Richards. 2007. ‘Describing and analysing institutional varieties of interaction’ in Conversation Analysis and Languages for Specific Purposes. Bern: Peter Lang, pp. 17-36
      Book editor(s): Bowles, H. and P. Seedhouse.
      ISBN: 9783039114696
      Summary: this chapter attempts to conceptualise the relationship between the individual instance of interaction, the institutional sub-variety of interaction and the institutional variety of interaction and to provide such an enabling framework.
      Country of research: various
      Learners' background: various
      Entered by: Newcastle University (School of Education, Communication and Language Sciences)
      Conteh, J. 2007. ‘Bilingualism in mainstream primary classrooms in England’ in Language learning and teaching as social interaction. Basingstoke: Palgrave Macmillan, pp. 185-198
      Book editor(s): Hua, Z., P. Seedhouse, L. Wei and V. Cook.
      ISBN: 9780230517004
      Entered by: University of Leeds (School of Education)