Staff Profile

VIDEO PROFILE

Linguacuisine: language learning and cooking app : https://linguacuisine.com/

ENACT: language learning through culture app: https://enacteuropa.com/  

Roles and Responsibilities

• REF Coordinator for Applied Linguistics
• ECLS Director, iLAB:Learn
• Co-ordinator, Applied Linguistics and Communication Research Group
• DPD MA Applied Linguistics Research

Qualifications

Academic Qualifications

• 1979 University of Durham. BA(Honours)Class 2:1,German(French subsid.)
• 1992 University of Aston. MSc in Teaching English.
• 1996 University of York. D Phil. Title of thesis: ‘Learning Talk: a Study of the Interactional Organisation of the L2 Classroom from a CA Institutional Discourse Perspective.’
• 2016 Newcastle University. D Litt. Title of thesis: ‘Spoken Interaction as a Complex System’.

Professional Qualifications

• 1983 International House London. RSA Cert TEFL
• 1984 Durham University School of Education. PGCE
• 1989 Centre for British Teachers, Brunei. RSA Dip TEFL

Memberships

I am a member of the British Association of Applied Linguistics, the Authors' Licensing and Collecting Society and the British Science Association. External Expert for European Cooperation in Science and Technology (COST).

Area of expertise

The analysis of spoken interaction. Applied Linguistics. Digital technology for language learning. The IELTS Speaking Test.

The knowledge which is created by my research is of how people communicate in professional settings. I portray spoken interaction as a complex, holistic, adaptive system. Specifically, I uncover how the organisation of interaction in an institutional setting is related to the institutional goals. Close examination of the detail of the interaction can reveal issues and problems which can then be tackled through policy or training.

Google scholar: Click here.

Research Interests

The knowledge which is created by my research is of how people communicate in professional settings. I portray spoken interaction as a complex, holistic, adaptive system. Specifically, I uncover how the organisation of interaction in an institutional setting is related to the institutional goals. Close examination of the detail of the interaction can reveal issues and problems which can then be tackled through policy or training. 

To get free electronic access to a number of my publications, please go to

http://eprint.ncl.ac.uk/author_pubs.aspx?author_id=72569

 My Google Scholar page is http://scholar.google.co.uk/citations?user=NjHoLhMAAAAJ&hl=en&oi=ao    

VIDEO PROFILE

Roles and Responsibilities

• REF Coordinator for Applied Linguistics
• ECLS Director, iLAB:Learn
• Co-ordinator, Applied Linguistics and Communication Research Group
• DPD MA Applied Linguistics Research

Qualifications

Academic Qualifications

• 1979 University of Durham. BA(Honours)Class 2:1,German(French subsid.)
• 1992 University of Aston. MSc in Teaching English.
• 1996 University of York. D Phil. Title of thesis: ‘Learning Talk: a Study of the Interactional Organisation of the L2 Classroom from a CA Institutional Discourse Perspective.’
• 2016 Newcastle University. D Litt. Title of thesis: ‘Spoken Interaction as a Complex System’.

Professional Qualifications

• 1983 International House London. RSA Cert TEFL
• 1984 Durham University School of Education. PGCE
• 1989 Centre for British Teachers, Brunei. RSA Dip TEFL

Memberships

I am a member of the British Association of Applied Linguistics, the Authors' Licensing and Collecting Society and the British Science Association. External Expert for European Cooperation in Science and Technology (COST).

Area of expertise

The analysis of spoken interaction. Applied Linguistics. Digital technology for language learning. The IELTS Speaking Test.

The knowledge which is created by my research is of how people communicate in professional settings. I portray spoken interaction as a complex, holistic, adaptive system. Specifically, I uncover how the organisation of interaction in an institutional setting is related to the institutional goals. Close examination of the detail of the interaction can reveal issues and problems which can then be tackled through policy or training.

Google scholar: Click here.

It is now available at http://www.cambridge.org/im/cambridgeenglish/catalog/teacher-training-development-and-research/discourse-ielts-speaking-test/discourse-ielts-speaking-test-interactional-design-and-practice-paperback?format=PB

My latest edited book is Seedhouse, P. (Ed.) (2022). Video Enhanced Observation for Language Teaching: Reflection and Professional Development. London: Bloomsbury. It is available on 

https://www.bloomsbury.com/uk/video-enhanced-observation-for-language-teaching-9781350085039/ 

A film of the book launch is on  https://www.youtube.com/watch?v=uF995oNG6Xc  

Current Work 

I am Co-I on ENACT, a €272K Erasmus Plus grant https://enacteuropa.com/ 

I am Co-I on Propic, a €76,780 Erasmus Plus KA2 Strategic Partnerships for Higher Education grant. http://www.propiceuropa.com/

I am PI on ‘Which specific features of candidate talk do examiners orient to when taking scoring decisions?’, a grant of £26.5K from British Council IELTS Research Programme.

Details of the grants are below.

Research Roles

REF Coordinator for Applied Linguistics for the 2013 and 2020 exercises.

Editorial Board member for the journals:  Language Teaching, Classroom Discourse,  Novitas Royal, Bellaterra, ARECLS.

Co-editor, Edinburgh University Press Book Series 'Studies in Social Interaction'. 

 ECLS Director, iLAB:Learn 

Chair, Applied Linguistics Research Group

Postgraduate Supervision

PhD students who have completed are Ghaleb Rababah, Jim Ackers, Aboubaker El-Aswad, Eda Ustunel, Chris Jenks, Navaporn Sanprasert, Kitcha Thepsiri, Buthayna Al-Garawi, Hanan Waer, Olcay Sert, Chen-Ying Li, Saad Al-Mutairi, Dorine Lugendo, Aki Imuro Siegel,  Sumita Supakorn, Cihat Atar,  Jaeuk Park, Ming-Fen Lo, Monthon Kanokpermpoon, Khansaa Martakush and Andy Harris.
I am currently supervising:  Simin Ren, Yiyin Wang, Saziye Savaskan, Thanida Sreepatchim, Pattaramas Jantasin, Trang Nguyen.

Esteem Indicators

The Modern Language Association of America awarded me its twenty-fifth annual Kenneth W. Mildenberger Prize in 2005 for my book The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. The prize is awarded annually for an outstanding work in the fields of language, culture, literacy, or literature with strong application to the teaching of languages other than English. The book was also shortlisted for the British Association for Applied Linguistics Book Prize 2005.

The book Conceptualising Learning in Applied Linguistics, for which I was first editor, was runner-up in the  British Association for Applied Linguistics Book Prize 2011.

The French Digital Kitchen project won the 2012 European Language Label prize.  

I have given invited plenary talks at conferences in Denmark, UK, Italy, Korea, Germany, Switzerland, Spain, Turkey, Finland, Thailand, Vietnam, Norway, Sweden, Israel and Malaysia.

Here you can watch videos of my talks:

Invited plenary presentation: Language Learning Round Table, Eurosla 20 Conference, University of Modena and Reggio Emilia, Italy. 1.9.10. ‘A Holistic Approach to Task-based Interaction’.

https://www.youtube.com/watch?v=aPR-uCbC_AA

Invited plenary presentation. ‘Learning a Language through Classroom Interaction’. BAAL Language Learning & Teaching SIG Annual Conference. 2.7.15. University of Edinburgh. https://iptv.ncl.ac.uk/View.aspx?id=8131~4n~NUVu9fmG

Invited plenary presentation. ‘The European Digital Kitchen’. 6.8.16. IAKLE Conference, Seoul, Korea.

https://iptv.ncl.ac.uk/View.aspx?id=11754~5f~xexCbLDnGH

Invited plenary presentation: 13.10.16. ‘The IELTS Speaking Test: Interactional Design and Practice in a Global Context.’ New Directions in English Language Assessment Conference. Hanoi, Vietnam.

https://www.youtube.com/watch?v=Q6ZHZ0WT2n0&index=10&list=PLklwCZNOMbIhxtTq94CMyct6VQjd7WtV0

Virtual exchange workshop at IVEC conference Newcastle University 15.9.20

https://vimeo.com/459018271/ba1202e113

Invited masterclass plenary. ‘Learning Languages, Cultures and Cuisines while Cooking: Linguacuisine’. 3.11.20. Bilingual Education Online MasterClass. Helsinki Education Week

Spotlight on Bilingual Education | HundrED Innovation Summit 2020

Invited workshop. ‘Learning Languages, Cultures and Cuisines while Cooking: Linguacuisine Workshop’. 4.11.20. Online workshop, HundrED Innovation Summit.

https://youtu.be/eKt3xySjwwM

Invited speaker presentation. ‘Learn Language through Culture: The ENACT Web App’. 15.10.21. Oxford University, Oriental Studies, Hertford College.  https://www.youtube.com/watch?v=7Zpvms5yyJw&t=33s

Invited interview with Faculti.  6.2.22 ‘The Linguacuisine Project: A Cooking-based Language Learning Application.’ https://faculti.net/the-linguacuisine-project:-a-cooking-based-language-learning-application/  

Invited speaker presentation. ‘Learn Language through Culture: The ENACT Web App’. The Media & Learning Association. 17.2.22. https://media-and-learning.eu/event/media-supported-language-teaching/

Invited speaker presentation. ‘Learning Languages through Cultural Activities: The ENACT Web App’. 28.10.22. Victoria University of Wellington, New Zealand. https://doi.org/10.52843/cassyni.l7x6z8

I have been external examiner for 13 UK doctorates as well as for theses in Australia (2), Finland, New Zealand, Spain and Switzerland. Expert list member, EU Comenius and Erasmus programmes.

Funding

 I currently have 3 funded projects:

1) I am Co-I on Propic: Promoting professionalism, innovation and transnational collaboration in foreign and second language and teaching - integrating research-orientation and mobile technologies in teacher education. This is a €76,780 Erasmus Plus KA2 Strategic Partnerships for Higher Education grant. http://www.propiceuropa.com/

The aim of the research is to investigate which specific features of candidate talk IELTS Speaking Test (IST) examiners orient to when taking scoring decisions.

This is enabled by the development of an IST scoring scheme for a video app. This creates a recording of when exactly in the test the examiners have noticed specific features of candidate talk and taken specific decisions on scoring as a result; the decision-making is further explored in stimulated recall interviews.

We also research whether the use of the scoring scheme and customized app potentially adds any value to IST examiner development.

2) I am PI on ‘Which specific features of candidate talk do examiners orient to when taking scoring decisions?’, a grant of £26.5K from British Council IELTS Research Programme. The aim of the research is to investigate which specific features of candidate talk IELTS Speaking Test (IST) examiners orient to when taking scoring decisions. This is enabled by the development of an IST scoring scheme for a video app. This creates a recording of when exactly in the test the examiners have noticed specific features of candidate talk and taken specific decisions on scoring as a result; the decision-making is further explored in stimulated recall interviews. We also research whether the use of the scoring scheme and customized app potentially adds any value to IST examiner development.

3) I am Co-I on ENACT:

CommunitiEs, LaNguages, and ACTivities App (ENACT) https://enacteuropa.com/ 

ENACT is an intercultural, intergenerational, and multi-sector project co-funded by the Erasmus Programme of the European Union (£272K, 24 months, start date: 01/10/2019). Building on the successful Linguacuisine Project , ENACT is led by PI Müge Satar (ECLS), Paul Seedhouse (ECLS), and Ahmed Kharrufa (Computing) (Co-Is) at Newcastle University. Other consortium members are Bogazici University (Turkey), Cultura Foundation (Finland), Universitat Autonoma Barcelona (Spain), and the University of Helsinki (Finland).

ENACT will bring culture to life and develop a responsive web app employing an innovative task-based digital learning pedagogy offering a real-world, immersive learning experience. Using the web app, immigrants, refugees, asylum seekers, members of the home cultures, and HE students will co-create interactive Open Educational Resources, such as interactive videos and virtual 360 tours, for cultural activities (e.g. sewing, dancing, singing, children's games, henna tattoos, etc), engage with the digital artefacts created by others, participate in an online intercultural community, and carry out activities of other cultures. ENACT will promote intercultural understanding and social cohesion, foster inclusive higher education systems, and model a pedadogy for task-based virtual exchange.

 Industrial Relevance

Able to record and analyse communication in institutional settings. Close analysis of details of the interaction can uncover the sources of communication problems and suggest solutions to these.

Applications of digital technology to language learning. 

Postgraduate Teaching

I am module leader for the following modules : Spoken Interaction in Language Learning and Testing Contexts , Research Methods in Applied Linguistics for Doctoral Students.  I also teach on the HASS Faculty research training programme.

A video about module ALC8027 Spoken Interaction in Language Learning and Testing Contexts is available https://iptv.ncl.ac.uk/View.aspx?id=12588~5l~EnkTm4Smri. 

I can supervise Masters and Doctoral students in the area of spoken interaction in language learning and testing contexts. Students can also use and adapt the Linguacuisine, ENACT and VEO apps that I work with for data collection.

A video about my supervision is available https://iptv.ncl.ac.uk/View.aspx?id=12587~5k~cAWtC5GZUs

• Batlle J, Seedhouse P. Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development. Applied Linguistics Review 2022, 13(6), 1077-1101.
• Seedhouse P. Transitioning from Conversation Analysis to Mixed Methods. Language Teaching 2022, epub ahead of print.
• Koglbauer R, Haines J, Seedhouse P. Video Enhanced Observation. Enhancing Reflection, Pedagogy and Students' Learning. In: Thomson, K, ed. Classroom Discourse Competence. Current Issues in Language Teaching and Teacher Education. Tübingen, Germany: Narr Francke Attempto, 2022, pp.161-174.
• Seedhouse P, Satar M. The Rashomon Effect: Which features of a speaker’s talk do listeners notice?. Classroom Discourse 2023, 14(1), 1-23.
• Seedhouse P, ed. Video Enhanced Observation for Language Teaching: Reflection and Professional Development. London: Bloomsbury, 2021.
• Seedhouse P, Satar M. Which specific features of candidate talk do examiners orient to when taking scoring decisions?. IELTS Research Reports Online Series 2021, 21(5), 1-58.
• Seedhouse P, Heslop P, Kharrufa A. Cooking as a Language Learning task. TESL-EJ 2020, 24(1), 1-13.
• Siegel A, Seedhouse P. Conversation Analysis and Classroom Interaction. In: Chapelle, C, ed. The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell, 2019.
• Seedhouse P. L2 Classroom Contexts: Deviance, Confusion, Grappling and Flouting. Classroom Discourse 2019, 10(1), 10-28.
• Seedhouse P. The dual personality of ‘topic’ in the IELTS Speaking Test. English Language Teaching Journal 2019, 73(3), 247–256.
• Seedhouse P. The IELTS test in a global free market: Clash of the Titans!. ELT Journal 2019, 73(3), 335-336.
• Seedhouse P, Heslop P, Kharrufa A, Ren S, Trang N. The Linguacuisine Project: A Cooking-based Language Learning Application. The Eurocall Review 2019, 27(2).
• Park J, Choi N, Kiaer J, Seedhouse P. Young Children's L2 Vocabulary Learning through Cooking: the case of Korean EFL children. Asian EFL Journal 2019, 21(1), 110-139.
• Atar C, Seedhouse P. A Conversation-Analytic Perspective on the Organization of Teacher-Led Clarification and Its Implications for L2 Teacher Training. International Journal of Instruction 2018, 11(2), 145-166.
• Seedhouse P, Balaman U, Sert O. Editorial to the Special Issue ‘Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives’. Hacettepe University Journal of Education 2018, 33, 1-3.
• Seedhouse P, Nakatsuhara F. The Discourse of the IELTS Speaking Test: Interactional Design and Practice. Cambridge, UK: Cambridge University Press, 2018.
• Seedhouse P, Morales S. Candidates questioning examiners in the IELTS Speaking Test: An intervention study. IELTS Research Reports Online Series 2017, 5, 1-43.
• Seedhouse P, ed. Task-Based Language Learning in a Real-World Digital Environment: The European Digital Kitchen. London, UK: Bloomsbury Academic, 2017.
• Seedhouse P, Knight D. Applying Digital Sensor Technology: A Problem-Solving Approach. Applied Linguistics 2016, 37(1), 7-32.
• Park J, Kiaer J, Seedhouse P, Comber R. Korean language learning through cooking in the digital kitchen. International Journal of Korean Language Education 2016, 2(2), 195-222.
• Seedhouse P, Preston A, Olivier P. Blending pedagogy, technology, skills and food: The French digital kitchen project. In: McCarthy, M, ed. The Cambridge Guide to Blended Learning. Cambridge, UK: Cambridge University Press, 2015, pp.163-175.
• Preston A, Balaam M, Seedhouse P, Rafiev A, Jackson D, Olivier P. Can a kitchen teach languages? Linking theory and practice in the design of context-aware language learning environments. Smart Learning Environments 2015, 2(9).
• Jenks CJ, Seedhouse P, ed. International Perspectives on ELT Classroom Interaction. Basingstoke: Palgrave Macmillan, 2015.
• Seedhouse P. L2 Classroom Interaction as a Complex Adaptive System. In: Markee, N, ed. The Handbook of Classroom Discourse and Interaction. Malden, MA: Wiley-Blackwell, 2015, pp.373-389.
• Seedhouse P, Supakorn S. Topic-as-script and Topic-as-action in Language Assessment and Teaching. Applied Linguistics Review 2015, 6(3), 393-413.
• Preston A, Seedhouse P, Balaam M, Rafiev A, Jackson D, Olivier P. Kitchen as Classroom: Shifting perspectives in the design and evaluation of new technologies for learning. In: British Educational Research Association Annual Conference 2014. 2014, London.
• Seedhouse P, Preston A, Olivier P, Jackson D, Heslop P, Balaam M, Rafiev A, Kipling M. The European Digital Kitchen Project. Bellaterra Journal of Teaching & Learning Language & Literature 2014, 7(1), 1-16.
• Seedhouse P, Heslop P, Preston A, Plotz T, Olivier P, Balaam M, Jackson D, Ali S. The French digital kitchen: Implementing task-based language teaching beyond the classroom. In: Computational Linguistics: Concepts, Methodologies, Tools, and Applications. Hershey, PA: IGI Global, 2014, pp.968-986.
• Seedhouse P, Harris A, Naeb R, Üstünel E. The relationship between speaking features and band descriptors: a mixed methods study. IELTS Research Reports Online Series 2014, 2014(2), 1-30.
• Preston A, Seedhouse P. A pervasive language learning environment:The European Digital Kitchen. In: Global perspectives on Computer-Assisted Language Learning (WorldCALL). 2013, Glasgow, UK.
• Seedhouse P. Conversation Analysis. In: Bayley, R., Cameron, R. & Lucas, C, ed. The Oxford Handbook of Sociolinguistics. Oxford: Oxford University Press, 2013, pp.91-110.
• Seedhouse P. Oral proficiency interviews as varieties of interaction. In: Ross, SJ; Kasper, G, ed. Assessing Second Language Pragmatics. Houndmills, Basingstoke: Palgrave Macmillan, 2013, pp.199-219.
• Seedhouse P, Preston A, Olivier P, Jackson D, Heslop P, Plötz T, Balaam M, Ali S. The French Digital Kitchen: Implementing Task-Based Language Teaching beyond the Classroom. International Journal of Computer-Assisted Language Learning and Teaching 2013, 3(1), 50-72.
• Preston A, Seedhouse P, Olivier P, Jackson D, Heslop P, Wagner J, Ploetz T, Ali S. Can a kitchen teach me French?: Using digital technology to learn French language and cuisine. Francophonie 2012, 46, 3-10.
• Seedhouse P. Conversation Analysis and Classroom Interaction. Malden, Massachusetts, USA: Wiley-Blackwell Publishing, Inc, 2012. Available at: http://dx.doi.org/10.1002/9781405198431.wbeal0198.
• Hooper C, Preston A, Balaam M, Seedhouse P, Jackson D, Pham C, Ladha C, Ladha K, Ploetz T, Olivier P. The French Kitchen: Task-Based Learning in an Instrumented Kitchen. In: 14th International Conference on Ubiquitous Computing (Ubicomp). 2012, Pittsburgh, Pennsylvania, USA: ACM.
• Seedhouse P, Preston A. Using Digital Technology to Teach Language and Cuisine. In: III European Conference on Information Technology in Education and Society: A Critical Insight (TIES). 2012, Barcelona, Spain: Esbrina, Universitat de Barcelona.
• Seedhouse P. What kind of interaction receives high and low ratings in Oral Proficiency Interviews?. English Profile Journal 2012, 3(1), e2.
• Seedhouse P. Conversation Analytic Research into Language Teaching and Learning. In: Hinkel, E, ed. Handbook of Research in Second Language Teaching and Learning. Abingdon, Oxon: Routledge, 2011, pp.345-363.
• Seedhouse P, Ali S, Jackson D, Ploetz T, Olivier P. Learning French in a Digital Kitchen. In: International Conference of the European Association on Computer-Assisted Language Learning. 2011, Nottingham, UK.
• Richards K, Ross S, Seedhouse P. Research Methods for Applied Language Studies. Abingdon: Routledge, 2011.
• Dixon P, Schagen I, Seedhouse P. The impact of an intervention on children's reading and spelling ability in low-income schools in India. School Effectiveness and School Improvement 2011, 22(4), 461-482.
• Seedhouse P, Harris A. Topic development in the IELTS Speaking Test. IELTS Research Reports 2011, 12, 55-110.
• Seedhouse P. How research methodologies influence findings. Novitas-ROYAL (Research on Youth and Language) 2010, 4(1), 1-15.
• Seedhouse P. A Framework for Conceptualising Learning in Applied Linguistics. In: Seedhouse, P., Walsh, S., Jenks, C, ed. Conceptualising 'Learning' in Applied Linguistics. Basingstoke: Palgrave Macmillan, 2010, pp.240-256.
• Li C-Y, Seedhouse P. Classroom Interaction in Story-Based Lessons with Young Learners . Asian EFL Journal 2010, 12(2), 288-312.
• Seedhouse P, Walsh S, Jenks CJ, ed. Conceptualising 'Learning' in Applied Linguistics. London, UK: Palgrave MacMillan, 2010.
• Seedhouse P, Walsh S. Learning a Second Language through Classroom Interaction. In: Seedhouse, P., Walsh, S., Jenks, C, ed. Conceptualising 'Learning' in Applied Linguistics. Basingstoke: Palgrave Macmillan, 2010, pp.127-146.
• Seedhouse P. Locusts, snowflakes and recasts: complexity theory and spoken interaction. Classroom Discourse 2010, 1(1), 4-24.
• Seedhouse P. No Negative Evidence? Brown and Hanlon Reinterpreted. Enletawa Journal 2010, 2, 7-22.
• Seedhouse P. The Relationship between Pedagogical Focus and Interaction in L2 Lessons. In: Macaro E, ed. The Continuum Companion to Second Language Acquisition. London: Continuum, 2010, pp.220-246.
• Seedhouse P, Almutairi S. A Holistic Approach to task-based Interaction. International Journal of Applied Linguistics 2009, 19(3), 311-338.
• Seedhouse P. How Language Teachers Explain to Student What They are Supposed to Do. In: Spreckels, J, ed. Erklären im Kontext – Neue Perspektiven aus der Unterrichts-, Alltags- und Berufspraxis. Schneider Hohengehren: Baltmannsweiler, 2009, pp.66-80.
• Young TJ, Sachdev I, Seedhouse P. Teaching and learning culture on English language programmes: a critical review of the recent empirical literature. Innovation in Language Learning and Teaching 2009, 3(2), 149-169.
• Seedhouse P. Learning to Talk the Talk: Conversation Analysis as a Tool for Induction of Trainee Teachers. In: Garton S & Richards K, ed. Professional Encounters in TESOL: Discourses of Teachers in Teaching. Basingstoke: Palgrave Macmillan, 2008, pp.42-57.
• Bowles H, Seedhouse P, ed. Conversation Analysis and Languages for Specific Purposes. Oxford, UK: Peter Lang, 2007.
• Seedhouse P, Richards K. Describing and Analysing Institutional Varieties of Interaction. In: Bowles, H; Seedhouse, P, ed. Conversation Analysis and Languages for Specific Purposes. Bern: Peter Lang, 2007, pp.17-36.
• Seedhouse P. Interaction and Constructs. In: Hua Z; Seedhouse P; Wei L; Cook V, ed. Language Learning and Teaching as Social Inter-Action. Basingstoke: Palgrave Macmillan, 2007, pp.9-21.
• Bowles H, Seedhouse P. Interactional Competence and the LSP Classroom. In: Bowles, H; Seedhouse, P, ed. Conversation Analysis and Languages for Specific Purposes. Bern: Peter Lang, 2007, pp.305-330.
• Hua Z, Seedhouse P, Wei L, Cook V, ed. Language Learning and Teaching as Social Interaction. Basingstoke: Palgrave Macmillan, 2007.
• Seedhouse P. On ethnomethodological CA and "Linguistic CA": A reply to Hall. Modern Language Journal 2007, 91(4), 527-533.
• Seedhouse P. Classroom Interactions. Revue Française de Linguistique Appliquée 2006, 11(2), 111-122.
• Seedhouse P, Egbert M. The interactional organisation of the IELTS Speaking Test. IELTS Research Reports 2006, 6(6), 161-205.
• Seedhouse P. "Task" as research construct. Language Learning 2005, 55(3), 533-570.
• Yazigi R, Seedhouse P. ‘Sharing Time’ with young learners. T E S L - E J (Teaching English as a Second Language Electronic Journal ) 2005, 9(3), A-1.
• Richards K, Seedhouse P. Applying conversation analysis. Basingstoke: Palgrave Macmillan, 2005.
• Richards K, Seedhouse P, ed. Applying Conversation Analysis. Basingstoke: Palgrave Macmillan, 2005.
• Seedhouse P. Conversation Analysis and language learning. Language Teaching 2005, 38(4), 165-187.
• Seedhouse P. Conversation Analysis as Research Methodology. In: Richards K; Seedhouse P, ed. Applying Conversation Analysis. Basingstoke: Palgrave Macmillan, 2005, pp.251-266.
• Seedhouse P, Yazigi R. 'Sharing Time' with young learners. TESL-EJ 2005, 9(3).
• Ustunel E, Seedhouse P. Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics 2005, 15(3), 302-325.
• Seedhouse P. The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, MA: Blackwell, 2004.
• Seedhouse P. The case of the missing "no": The relationship between pedagogy and interaction. Language Learning 2001, 51(s1), 347-385.
• Seedhouse P. Task-based interaction. English Language Teaching Journal 1999, 53(3), 149-156.
• Seedhouse P. The relationship between context and the organisation of repair in the L2 classroom. IRAL - International Review of Applied Linguistics in Language Teaching 1999, 37(1), 59-80.
• Seedhouse P. CA and the analysis of foreign language interaction: A reply to Wagner. Journal of Pragmatics 1998, 30(1), 85-102.
• Seedhouse P. Portraying the Complexity of L2 Classroom Interaction. In: Gewehr, W, ed. Aspects of Modern Foreign Language Teaching in Europe. London, UK: Routledge, 1998, pp.108-120.
• Seedhouse P. Combining form and meaning. English Language Teaching Journal 1997, 51(4), 336-344.
• Seedhouse P. The Case of the Missing 'No': The Relationship between Pedagogy and Interaction. Language Learning 1997, 47(3), 547-583.
• Seedhouse P. Classroom interaction: possibilities and impossibilities. ELT Journal 1996, 50(1), 16-24.
• Seedhouse P. L2 Classroom Interaction: Possibilities and Impossibilities. English Language Teaching Journal 1996, 50(1), 16-24.
• Seedhouse P. Needs Analysis as a Basis for CALL Materials Design. Computer Assisted Language Learning 1996, 9(1), 63-74.
• Seedhouse P. L2 Classroom Transcripts: Data in Search of a Methodology?. Teaching English as a Second Language Electronic Journal 1995, 1(4), a-1.
• Seedhouse P. Needs analysis and the General English classroom. English Language Teaching Journal 1995, 49(1), 59-65.
• Seedhouse P. Linking Pedagogical Purposes to Linguistic Patterns of Interaction. International Review of Applied Linguistics 1994, 32(4), 309-326.