Lecturer

Room: E804

silvia.kunitz@english.su.se

Silvia Kunitz completed her PhD in Italian and earned a Certificate of Advanced Study in Second Language Acquisition and Teacher Education at the University of Illinois at Urbana-Champaign in 2013. She then worked as a Post-doctoral Research Fellow at Stockholm University and at Rice University (USA).

In her research she adopts a conversation-analytic approach to the study of language learning and testing environments. Specifically, she studies how these environments are organized and how students and teachers do learning/teaching/testing as socially situated activities in and through embodied talk-in-interaction. So far her research has focused on the study of group work, of multipart oral exams, of computer-mediated teaching for the hearing-impaired, and of instructed interactional competence. Silvia’s research interests reflect a strong commitment to teaching and to developing the pedagogical implications of her work.
 

Dissertation

 Kunitz, S. (2013). Group Planning among L2 Learners of Italian: A Conversation Analytic Perspective. Doctoral dissertation, University of Illinois, Urbana-Champaign.
 

Publications

Kunitz, S., & Markee, N. (in press). Understanding the fuzzy borders of context in conversation analysis and ethnography. In S. May (Ed.), Encyclopedia of Language and Education. Vol. 3: Discourse and Education, 3rd edition. Heidelberg: Springer.

Kunitz, S. (2015). Scriptlines as emergent artifacts in collaborative group planning, Journal of Pragmatics, 76, 135–149. http://dx.doi.org/10.1016/j.pragma.2014.10.012 

Markee, N., & Kunitz, S. (2015). CA-for-SLA studies of classroom interaction: Quo vadis? In N. Markee (Ed.), Handbook of Classroom Discourse and Interaction (pp. 425–440). Boston, MA:  Wiley.

Markee, N., & Kunitz, S. (2013). Doing planning and task performance in second language acquisition: An ethnomethodological respecification. Language Learning, 63, 629–664. DOI: 10.1111/lang.12019

Kunitz, S. (2007). La classe di L2: Luogo di contatto e conflitto tra lingue e culture. (= The L2 classroom as a place of interlinguistic and intercultural contact and conflict). Cultura e Comunicazione, 1, 32–35.

Fossali, M.T., Grew, P., & Kunitz, S. (1999). Il parlato in classe: Un’indagine sugli adulti che imparano una lingua straniera. (= Classroom talk: A study of adults learning a foreign language). In M. Vedovelli (Ed.), Indagini Sociolinguistiche nella Scuola e nella Società Italiana in Evoluzione (= Sociolinguistic research projects in schools and Italian society). Milan, Italy: Franco Angeli.


Conference Presentations

Organization of Conferences and Symposia

Kunitz, S. Co-organizer (with Rafael Salaberry and Kate White) of the symposium Teaching and Testing L2 Interactional Competence. CLIC, Rice University, Houston, TX (USA), April 29 - May 1, 2016.


Organization of Colloquia

Kunitz, S. Organizer of the panel L2 Interactional Competence as the institutional target of instruction: Challenges in designing, implementing and maintaining innovation. Interactional Competences and Practices in a Second Language (ICOP-L2), Neuchâtel (Switzerland), January 18-20, 2017.

Kunitz, S. Co-organizer (with Numa Markee) of the colloquium Emerging issues in classroom discourse and interaction: A conversation analytic perspective. American Association of Applied Linguistics (AAAL), Orlando, FL (USA), April 9-12, 2016.

Kunitz, S. Organizer of the panel Same data, different perspectives. Thinking, Doing, Learning: Usage Based Perspectives on Second Language Learning, Groningen (Netherlands), June 3-5, 2015.

Kunitz, S. Co-organizer (with Piibi-Kai Kivik) of the colloquium on Learning-as-action: Views from a range of (semi-)institutional settings. American Association of Applied Linguistics (AAAL), Portland, OR (USA), March 22-25, 2014.


Invited Conference Presentations

Kunitz, S. “Non-understanding the instructions: The teacher’s accountability”. Invited paper to be presented at the panel on Interaction in educational settings. Nordic Interdisciplinary Conference on Discourse & Interaction (Nordisco), Oslo (Norway), November 23-25, 2016.

Kunitz, S. ““We can start if you want”: From openings to class beginning in videoconferencing classes for the hearing-impaired”. Invited paper presented at the colloquium on Transitions in Interaction: A View Across Languages and Contexts. National Communication Association (NCA), Las Vegas (USA), November 19-22, 2015.

Kunitz, S. “Delayed feedback practices in oral exams of Italian as a foreign language”. Invited paper presented at the colloquium on Managing interpersonal relations in university settings. Cross-cultural perspectives on stance, footing and institutional roles in teacher-student interaction. International Pragmatics Association (IPrA), Antwerp (Belgium), July 26-31, 2015.

Kunitz, S. “Selecting next speaker in paired oral exams: The role of student questions”. Invited paper presented at the colloquium on Diversity in language testing: Perspectives on L1 and L2 speaking, reading, and writing tests. Nordic Conference on Subject Education (NoFa), Helsinki (Finland), May 27-29, 2015.

Kunitz, S. “Talking background into relevance in classroom interaction”. Invited paper presented at the colloquium on Personal moments of classroom language learning in the history of persons. Association Internationale de Linguistique Appliquée (AILA), Brisbane (Australia), August 10-15, 2014.

Kunitz, S. ““Not sure about those e’s, man”: Gender agreement issues in Italian as a foreign language”. Invited paper presented at the colloquium on Locating learnables in language learning talk. International Conference on Conversation Analysis (ICCA), Los Angeles, CA (USA), June 25-29, 2014.


Selected Conference Presentations

Kunitz, S., & Yeh, M. “Teaching Interactional Competence: Preliminary findings from the Chinese classroom”. Paper to be presented at the panel L2 Interactional Competence as the institutional target of instruction: Challenges in designing, implementing and maintaining innovation. Interactional Competences and Practices in a Second Language (ICOP-L2), Neuchâtel (Switzerland), January 18-20, 2017.

Markee, N. & Kunitz, S. “Teachers’ Instruction Sequences in Italian as a Foreign Language Classes: An Ethnomethodological Conversation Analytic Perspective”. American Association of Applied Linguistics (AAAL), Orlando, FL (USA), April 9-12, 2016.

Skogmyr Marian, K., & Kunitz, S. “Managing epistemic stances and the right to participate in the EFL classroom”. Revisiting Participation. Language and Bodies in Interaction, Basel (Switzerland), June 24-27, 2015.

Kunitz, S., & Skogmyr Marian, K. ““I can have a Swenglish accent”: Doing being playful in an EFL classroom?” Thinking, Doing, Learning: Usage Based Perspectives on Second Language Learning, Groningen (Netherlands), June 3-5, 2015.

Kunitz, S., & Markee, N. “When the teacher tells “her side”: A-event statements in oral exams”. Interactional Competences in Institutional Practices (ICIP), Neuchâtel (Switzerland), November 21-22, 2014.

Kunitz, S. “Teaching to the hearing-impaired: Repair practices in videoconferencing classes”. Nordic Interdisciplinary Conference on Discourse & Interaction (Nordisco), Jyväskylä (Finland), November 12-14, 2014.

Kunitz, S., & Markee, N. “The co-construction of integrated semiotic systems in task planning and performance”. Thinking, Doing, Learning: Usage Based Perspectives on Second Language Learning, Odense (Denmark), April 24-26, 2013.

Kunitz, S. “L1/L2 Alternation patterns in task-planning sessions”. American Association of Applied Linguistics (AAAL), Dallas, TX (USA), March 16-19, 2013.

Markee, N., & Kunitz, S. “Doing being a language cop: A comparative conversation analytic perspective”. American Association of Applied Linguistics (AAAL), Boston, MA (USA), March 24-27, 2012.

Markee, N., & Kunitz, S. “Doing planning: A non-cognitive perspective”. American Association of Applied Linguistics (AAAL), Chicago, IL (USA), March 26-29, 2011.

Markee, N., & Kunitz, S. “Bienvenuti al nostro ristorante: Language learning behaviors in talk-in-interaction”. Second Language Research Forum (SLRF), East Lansing, MI (USA), October 29-November 1, 2009.