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Mika Ishino

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Associate Professor

Doshisha University

Japan

Research Interests

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About

Mika Ishino is an Associate Professor at Doshisha University in Japan. Her research primarily focuses on language classroom interaction, multimodality, and team-teaching practices. Recent articles highlight her investigations into collaborative noticing in educational settings, the dynamics of teacher-student interactions, and the roles of Assistant Language Teachers in junior high schools. She contributes significantly to understanding effective language instruction and classroom management strategies.

Recent Grants

Grant: Open

会話分析を用いた英語教師の批判的教室コミュニケーション能力の育成

Open Date: 2026-04-01

Close Date: 2030-03-31

Grant: Close

会話分析を用いた英語ディスカッション指導法の開発

Open Date: 2022-04-01

Close Date: 2025-03-01

Grant: Close

会話分析により記述された暗黙知を英語教師が利用する方法の開発

Open Date: 2019-04-01

Close Date: 2024-03-01

Grant: Close

英語教師が母語を効果的に用いる授業内発話理論の構築と実践による検証

Open Date: 2015-04-01

Close Date: 2018-03-01

Articles (14)

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2026

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2026

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2026

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2026

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2025

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2025

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2025

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2025

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2025

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2025

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2023

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2022

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2021

Year:

2021

Collaborators (3)

Eunseok RO

Associate Professor

Pusan National University

SOUTH KOREA

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Aya Watanabe

Associate Professor

University of Fukui

JAPAN

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Ryo Okazawa

Assistant Professor

Shizuoka University

JAPAN

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Mika Ishino

Research Interests

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About

Recent Grants

Articles (14)

Creating “Reflect‐ables”: A Conversation Analytic Study of Feedback Practices in Language Teacher Education

Doing the task, doing the relationship: Responses to self-assessment and advice in peer reflection on microteaching

Body, podium, school bell: devices for establishing a social tension at the pre-opening of the classroom interaction

Reference Distributed Between Multiple Bodies: Uses of Japanese Medial Deictic Expressions in Instruction

Quick body torque toward blackboard at third position: Teachers’ material practice in classroom interaction

Collaborative Noticing of Multimodality in Language Classroom Interaction: A Telecollaboration Project Between Student‐Teachers of English in Sweden and Japan

“I like how you begin…” Compliment or feedback? TEs’ subjective positive assessments of student teachers’ microteaching

‘My Students Are Not So Good at English’: Diagnosing Students’ Difficulty as a Display of Professional Teacher Identity

Training “Task Preliminaries”: A Case of Collaborative Interventions in an English Teacher Education Context in Japan

Asynchronous multiple interpretation (AMI): Expanding temporal dimensions in qualitative data analysis

Inclusive third-turn repeats: managing or constraining students’ epistemic status?

Request for permission to Switch to L1: Treatment for unlocatable problems in English medium of instruction classrooms

Teachers’ embodied mitigation against allocating turns to unwilling students

Promoting Assistant Language Teachers’ Roles in Team-Teaching Classrooms: A Conversation Analytic Study in Japanese Junior High Schools

Collaborators (3)

Eunseok RO

Aya Watanabe

Ryo Okazawa

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