Revert Klattenberg

Revert Klattenberg
Universität Hildesheim · Institut für englische Sprache und Literatur

Doctor of Philosophy


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My research interests include conversation analysis in educational settings, linguistic (im)politeness research and men’s talk in non-traditional occupations.


Publications (8)
Full-text available
2 Does gender matter? A cross-national investigation of primary classroom discipline. Fewer than 15% of primary school teachers in both Germany and the UK are male. With the ongoing international debate about educational performance highlighting the widening gender achievement gap between girl and boy pupils, the demand for more male teachers has b...
This paper provides a micro-analytical investigation into the action formation and ascription of interrogatives as reproaches and the interactional exigencies and functions that motivate this reproach design choice for classroom management. It is shown how the participants draw on an interplay of turn-design, epistemic territories and features of s...
Classroom observation has become a tool for analysing and improving English Language Teaching (ELT). This book represents the state of the art in language education and classroom interaction research from a data-driven empirical perspective. The micro-analytic, multimodal, and videographic approaches represented here understand classrooms as sites...
There is a continual increase of research in the field of linguistic (im)politeness, but classroom discourse has been largely overlooked as a source of data. The present chapter addresses this gap in the research by providing an exploration of linguistic (im)politeness in classroom discourse, based on linguistic (im)politeness theory as its theoret...
Strategies for successful classroom management have been readily available to practitioners for at least half a century. However, despite the vast body of knowledge available, there appears to be a great deal of scope for further research in terms of developing a more detailed understanding of the interactional details of classroom management pract...
The paper argues that language teachers’ use of uh(m)s in classroom management are not arbitrary occurrences but highly functional features of their pragmatic competence. The micro-analysis of the production of these particles can inform language teaching and evaluation practices, shifting the focus of teacher education from a deficiency-oriented p...
In the multiparty setting of the classroom, teachers frequently use address terms as a resource for speaker selection. Drawing on a corpus of 58 hours of German English as a foreign language (EFL) teaching, the chapter demonstrates that teachers not only use address terms in this context but often employ them as vehicles for reproaches during class...


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Project (1)
Drawing on a corpus of 58 hours of video and audio recordings in English as a foreign language (EFL) classrooms in Lower Saxony, Germany, this project aims at providing a more detailed understanding of previously established parameters of effective classroom management (e.g., Epstein et al., 2008; Harmer, 2007; Kounin, 1970). More specifically, it contributes to the extensive body of current research by placing a focus on how teachers respond to pupils’ classroom norm violations (i.e., “parallel activities”, Koole 2007; see also Ishino, 2017), a critical component for successful teaching and learning (e.g., Emmer & Sarbornie, 2015; Gabriel, 2014; Kounin, 1970). Through a micro-analytical investigation of these actions motivated by conversation analytical (CA) methodology, the project aims at providing much-needed insights into the details of the in-situ production of classroom management strategies and their underlying interactional mechanisms. More specifically, it sets out to answer the following research questions: (1) How do teachers respond to pupils’ parallel activities in EFL classroom interaction? (2) How is the teacher-learner interaction organised (e.g. turn-taking, sequence organisation, etc.) in these sequences? (3) What linguistic, multimodal and interactional resources do the participants employ in order to produce and ascribe meaning to these actions in EFL classroom interaction?