Stand-alone noticing as a resource for constructing the reflectable

Abstract

Language teacher educators have made compelling arguments for the importance of fostering reflective practices. This paper explores how potential ‘reflectables’ may be located and negotiated through the practice of noticing. Based on a conversation analytic (CA) investigation of ‘stand-alone’ (not produced in conjunctions with questions, advice, and assessment) noticings in mentor-trainee conversations, the analysis shows how such noticing may be used to recalibrate the trainee’s reflective gaze and develop their professional vision. Findings contribute to the small body of video-based CA literature on post-observation conferences as well as the broader literature on noticing as an interactional practice within the specific context of language teaching and learning.