Anna Filipi is a senior lecturer in the Faculty of Education, Monash University, Australia, where she teaches in the TESOL program. Her research is in conversation analysis in first language and social development, second language learning and teaching, language testing and assessment, and international student education (in schools and in transition to university). She has published widely on these topics. Her current work involves exploring children’s storytelling competencies, investigating multilingual practices in the classroom, and practical applications of findings in classroom interaction for teacher education. Binh Thanh Ta is a lecturer in the Faculty of Medicine Nursing and Health Science, Monash University, Australia, where she teaches academic writing and communication skills. She has expertise in conversation analysis, video-ethnography and video-stimulated interviews. She is interested in interaction and communication in higher education and health care settings. Her publications have focused on interaction between students and educators in the contexts of teacher education, doctoral supervision, and clinical placement. Her current research project involves investigating general practitioners’ practice of giving advice on Smoking, Nutrition, Alcohol, and Physical Activity.Maryanne Theobald is an associate professor in the Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology (QUT), Australia. Maryanne is an interaction analyst whose research explores the hidden worlds of children’s lives in our increasingly culturally and linguistically diverse homes, schools and playgrounds. Her expertise in video-ethnography and video-stimulated accounts involves children and educators as analysers of their own experiences, creating professional learning resources for educators. Maryanne has published widely on storytelling, and has editorial experience with edited volumes, and as editor of journals.

• Introduction.- 1 The centrality of storytelling to human interaction.- Section 1 Storytelling in the family.- 2 The shape and functions of pretend play in interactions with a parent: First stories.- 3 The stories we tell: Stories within family settings.- 4 (TBC - Storytelling practices in parent child interaction).- 5 Recipiency around the Dinner Table: Aligning, Disaligning and Misaligning with a storytelling.- Part 2 Storytelling in school.- 6 Enduring storytelling dispositions in early childhood education.- 7 Short stories in culturally and linguistically diverse classrooms.- 8 The collaborative emergence of storytelling in an after-school foreign language primary classroom.- 9 Tellings in tests: Some constraints on storytelling sequences in L2 oral proficiency tests.- 10 “Did the teacher …”: The storytelling practices of two English Language Learners.- 11 Reconstructing refugee students’ experience of classroom practices from their tellings.- Part 3  Storytelling in Higher Education.- 12 Teacher storytelling in an English as a Second Language ‘meaning -and-fluency’ class.- 13 “I remember when I was in Valencia”: Student-teacher story-telling and co-construction of identities.- 14 Giving advice through hypothetical storytelling:  A Conversation Analytic study of supervisory interaction between doctoral students and supervisors.- Conclusion.- 15 Considerations for parenting and educating.

Anna Filipi is a senior lecturer in the Faculty of Education, Monash University, Australia, where she teaches in the TESOL program. Her research is in conversation analysis in first language and social development, second language learning and teaching, language testing and assessment, and international student education (in schools and in transition to university). She has published widely on these topics. Her current work involves exploring children’s storytelling competencies, investigating multilingual practices in the classroom, and practical applications of findings in classroom interaction for teacher education. Binh Thanh Ta is a lecturer in the Faculty of Medicine Nursing and Health Science, Monash University, Australia, where she teaches academic writing and communication skills. She has expertise in conversation analysis, video-ethnography and video-stimulated interviews. She is interested in interaction and communication in higher education and health care settings. Her publications have focused on interaction between students and educators in the contexts of teacher education, doctoral supervision, and clinical placement. Her current research project involves investigating general practitioners’ practice of giving advice on Smoking, Nutrition, Alcohol, and Physical Activity.Maryanne Theobald is an associate professor in the Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology (QUT), Australia. Maryanne is an interaction analyst whose research explores the hidden worlds of children’s lives in our increasingly culturally and linguistically diverse homes, schools and playgrounds. Her expertise in video-ethnography and video-stimulated accounts involves children and educators as analysers of their own experiences, creating professional learning resources for educators. Maryanne has published widely on storytelling, and has editorial experience with edited volumes, and as editor of journals.

• Introduction.- 1 The centrality of storytelling to human interaction.- Section 1 Storytelling in the family.- 2 The shape and functions of pretend play in interactions with a parent: First stories.- 3 The stories we tell: Stories within family settings.- 4 (TBC - Storytelling practices in parent child interaction).- 5 Recipiency around the Dinner Table: Aligning, Disaligning and Misaligning with a storytelling.- Part 2 Storytelling in school.- 6 Enduring storytelling dispositions in early childhood education.- 7 Short stories in culturally and linguistically diverse classrooms.- 8 The collaborative emergence of storytelling in an after-school foreign language primary classroom.- 9 Tellings in tests: Some constraints on storytelling sequences in L2 oral proficiency tests.- 10 “Did the teacher …”: The storytelling practices of two English Language Learners.- 11 Reconstructing refugee students’ experience of classroom practices from their tellings.- Part 3  Storytelling in Higher Education.- 12 Teacher storytelling in an English as a Second Language ‘meaning -and-fluency’ class.- 13 “I remember when I was in Valencia”: Student-teacher story-telling and co-construction of identities.- 14 Giving advice through hypothetical storytelling:  A Conversation Analytic study of supervisory interaction between doctoral students and supervisors.- Conclusion.- 15 Considerations for parenting and educating.

Anna Filipi is a senior lecturer in the Faculty of Education, Monash University, Australia, where she teaches in the TESOL program. Her research is in conversation analysis in first language and social development, second language learning and teaching, language testing and assessment, and international student education (in schools and in transition to university). She has published widely on these topics. Her current work involves exploring children’s storytelling competencies, investigating multilingual practices in the classroom, and practical applications of findings in classroom interaction for teacher education. Binh Thanh Ta is a lecturer in the Faculty of Medicine Nursing and Health Science, Monash University, Australia, where she teaches academic writing and communication skills. She has expertise in conversation analysis, video-ethnography and video-stimulated interviews. She is interested in interaction and communication in higher education and health care settings. Her publications have focused on interaction between students and educators in the contexts of teacher education, doctoral supervision, and clinical placement. Her current research project involves investigating general practitioners’ practice of giving advice on Smoking, Nutrition, Alcohol, and Physical Activity.Maryanne Theobald is an associate professor in the Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology (QUT), Australia. Maryanne is an interaction analyst whose research explores the hidden worlds of children’s lives in our increasingly culturally and linguistically diverse homes, schools and playgrounds. Her expertise in video-ethnography and video-stimulated accounts involves children and educators as analysers of their own experiences, creating professional learning resources for educators. Maryanne has published widely on storytelling, and has editorial experience with edited volumes, and as editor of journals.

• Introduction.- 1 The centrality of storytelling to human interaction.- Section 1 Storytelling in the family.- 2 The shape and functions of pretend play in interactions with a parent: First stories.- 3 The stories we tell: Stories within family settings.- 4 (TBC - Storytelling practices in parent child interaction).- 5 Recipiency around the Dinner Table: Aligning, Disaligning and Misaligning with a storytelling.- Part 2 Storytelling in school.- 6 Enduring storytelling dispositions in early childhood education.- 7 Short stories in culturally and linguistically diverse classrooms.- 8 The collaborative emergence of storytelling in an after-school foreign language primary classroom.- 9 Tellings in tests: Some constraints on storytelling sequences in L2 oral proficiency tests.- 10 “Did the teacher …”: The storytelling practices of two English Language Learners.- 11 Reconstructing refugee students’ experience of classroom practices from their tellings.- Part 3  Storytelling in Higher Education.- 12 Teacher storytelling in an English as a Second Language ‘meaning -and-fluency’ class.- 13 “I remember when I was in Valencia”: Student-teacher story-telling and co-construction of identities.- 14 Giving advice through hypothetical storytelling:  A Conversation Analytic study of supervisory interaction between doctoral students and supervisors.- Conclusion.- 15 Considerations for parenting and educating.