| Micro-longitudinal conversation analysis in examining co-teachers’ reflection-in-action M Ishino System 78, 130-147, 2018 | 27 | 2018 |
| Teachers’ embodied mitigation against allocating turns to unwilling students M Ishino Classroom Discourse 13 (4), 343-364, 2022 | 26 | 2022 |
| Constructing students’ deontic status by use of alternative recognitionals for student reference M Ishino, Y Okada Classroom Discourse 9 (2), 95-111, 2018 | 15 | 2018 |
| Subversive questions for classroom turn-taking traffic management M Ishino Journal of Pragmatics 117, 41-57, 2017 | 14 | 2017 |
| Request for permission to Switch to L1: Treatment for unlocatable problems in English medium of instruction classrooms M Ishino Linguistics and Education 71, 101074, 2022 | 4 | 2022 |
| Inclusive third-turn repeats: managing or constraining students’ epistemic status? M Ishino Classroom Discourse 15 (1), 24-51, 2024 | 3 | 2024 |
| Foreign Assistant Language Teachers' Identity Formation for Surviving in Japanese School Culture M Ishino 異文化コミュニケーション/異文化コミュニケーション学会 (紀要委員会) 編, 73-86, 2019 | 2 | 2019 |
| Using a disjunctive marker to teach English in English M Ishino Language teaching in a global age: Shaping the classroom, shaping the world …, 2018 | 1 | 2018 |
| Correcting different errors with different identity-bound expertise: Successful practices for team teaching M Ishino Team Teachers in Japan, 106-118, 2024 | | 2024 |
| 外国人指導助手 (ALT) の教師的役割を形成する英語教師の振る舞い—中学校のティームティーチング授業を対象とした会話分析研究—Promoting Assistant Language Teachers’ Roles in Team-Teaching … M Ishino JALT journal 43, 61, 2021 | | 2021 |
| Does Conversation Analytic Intervention Improve EFL Students’ Discussion Performance? M Ishino | | |
