Hon Assoc Professor Rod Gardner
Honorary Associate Professor & Honorary Associate Professor
School of Languages and Cultures
| Featured projects | Duration |
|---|---|
|
Conversational Interaction in Aboriginal and Remote Australia (CIARA) ARC Discovery Project |
2018–2022 |
Books
Gardner, Rod, Blythe, Joe, Mushin, Ilana, Stirling, Lesley, Dahmen, Josua, de Dear, Caroline and Possemato, Francesco (2025). The making of multi-unit turns: a spring-loaded door. Amsterdam, Netherlands: John Benjamins Publishing. doi: 10.1075/slsi.38
Mushin, Ilana, Gardner, Rod and Gourlay, Claire (2022). Effective task instruction in the first year of school: what teachers and children do. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780367809379
Book Chapters
Blythe, Joe, Possemato, Francesco, Dahmen, Josua, de Dear, Caroline, Gardner, Rod and Stirling, Lesley (2024). A satellite view of spatial points in conversation. Ethnomethodological conversation analysis in motion: emerging methods and new technologies. (pp. 171-198) edited by Pentti Haddington, Tiina Eilittä, Antti Kamunen, Laura Kohonen-Aho, Tuire Oittinen, Iira Rautiainen and Anna Vatanen. London, United Kingdom: Routledge. doi: 10.4324/9781003424888-12
Fraser, Henry, Mushin, Ilana, Meakins, Felicity and Gardner, Rod (2018). Dis, that and da other: variation in Aboriginal children's article and demonstrative use at school. Language practices of Indigenous children and youth: the transition from home to school. (pp. 237-269) edited by Gillian Wigglesworth, Jane Simpson and Jill Vaughan. London, United Kingdom: Palgrave Macmillan. doi: 10.1057/978-1-137-60120-9_10
Gardner, Rod and Mushin, Ilana (2017). Epistemic trajectories in the classroom: how children respond in informing sequences. Children's knowledge-in-interaction: studies in conversation analysis. (pp. 13-36) edited by Amanda Bateman and Amelia Church. Singapore, Singapore: Springer. doi: 10.1007/978-981-10-1703-2_2
Gardner, Rod and Mushin, Ilana (2016). The impact of interaction and language on leading learning in Indigenous classrooms. Leadership in diverse learning contexts. (pp. 289-309) edited by Johnson, Greer and Dempster, Neil. Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-28302-9_15
Mushin, Ilana and Gardner, Rod (2016). Establishing connections: a tale of two communities. Doing research within communities: stories and lessons from language and education field research. (pp. 105-114) edited by Kerry Taylor-Leech and Donna Starks. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315628875-12
Gardner, Rod (2015). Summons turns: the business of securing a turn in busy classrooms. International perspectives on ELT classroom interaction. (pp. 28-48) edited by Christopher J. Jenks and Paul Seedhouse. New York, NY, United States: Palgrave Macmillan.
Gardner, Rod and Mushin, Ilana (2013). Language for learning in indigenous classrooms: foundations for literacy and numeracy. Pedagogies to enhance learning for indigenous students: evidence-based practice. (pp. 89-104) edited by Robyn Jorgensen, Peter Grootenboer and Peter Sullivan. Singapore: Springer. doi: 10.1007/978-981-4021-84-5_6
Mushin, Ilana and Gardner, Rod (2011). Turn management in Garrwa mixed-language conversations. Indigenous language and social identity: Papers in honour of Michael Walsh. (pp. 207-221) edited by Brett Baker, Ilana Mushin, Mark Harvey and Rod Gardner. Canberra, ACT, Australia: Pacific Linguistics.
Gardner, Rod (2007). 'Broken' starts: Bricolage in turn starts in second language talk. Language Learning and Teaching as Social Inter-Action. (pp. 58-71) edited by Z. Hua, P. Seedhouse and V. Cook. UK: Palgrave MacMillan.
Journal Articles
Mushin, Ilana, Blythe, Joe, Dahmen, Josua, de Dear, Caroline, Gardner, Rod, Possemato, Francesco and Stirling, Lesley (2023). Towards an interactional grammar of interjections: Expressing compassion in four Australian languages. Australian Journal of Linguistics, 43 (2), 158-189. doi: 10.1080/07268602.2023.2244442
de Dear, Caroline, Blythe, Joe, Possemato, Francesco, Stirling, Lesley, Gardner, Rod, Mushin, Ilana and Kofod, Frances (2022). Locational pointing in Murrinhpatha, Gija, and English conversations. Gesture, 20 (3), 417-452. doi: 10.1075/gest.20035.dea
Blythe, Joe, Mushin, Ilana, Stirling, Lesley and Gardner, Rod (2022). The epistemics of social relations in Murrinhpatha, Garrwa and Jaru conversations. Journal of Pragmatics, 191, 175-193. doi: 10.1016/j.pragma.2022.01.006
Stirling, Lesley, Gardner, Rod, Mushin, Ilana, Blythe, Joe and Possemato, Francesco (2022). On the road again: displaying knowledge of place in multiparty conversations in the remote Australian outback. Journal of Pragmatics, 187, 90-114. doi: 10.1016/j.pragma.2021.10.026
Gourlay, Claire, Mushin, Ilana and Gardner, Rod (2020). Young children’s responses to teachers’ metacognitive questions. International Journal of Early Years Education, 29 (4), 1-20. doi: 10.1080/09669760.2020.1742671
Mushin, Ilana, Gardner, Rod and Gourlay, Claire (2019). Preparing for task: linguistic formats for procedural instructions in early years schooling. Linguistics and Education, 54 100749, 100749. doi: 10.1016/j.linged.2019.100749
Gardner, Rod (2019). Classroom interaction research: the state of the art. Research On Language and Social Interaction, 52 (3), 212-226. doi: 10.1080/08351813.2019.1631037
Blythe, Joe, Gardner, Rod, Mushin, Ilana and Stirling, Lesley (2018). Tools of engagement: selecting a next speaker in Australian Aboriginal multiparty conversations. Research on Language and Social Interaction, 51 (2), 1-26. doi: 10.1080/08351813.2018.1449441
Watts, Janet, Gardner, Rod and Mushin, Ilana (2017). Da Symbol Dat Under da Stuffs: teaching the language of maths to Aboriginal learners of standard Australian English as a second dialect. Australian Journal of Indigenous Education, 48 (01), 1-13. doi: 10.1017/jie.2017.29
Gardner, Rod and Mushin, Ilana (2015). Expanded transition spaces: the case of Garrwa. Frontiers in Psychology, 6 (MAR) 00251, 1-14. doi: 10.3389/fpsyg.2015.00251
Mushin, Ilana, Gardner, Rod and Munro, Jennifer M. (2013). Language matters in demonstrations of understanding in early years mathematics assessment. Mathematics Education Research Journal, 25 (2), 415-433. doi: 10.1007/s13394-013-0077-4
Gardner, Rod and Mushin, Ilana (2013). Teachers telling: informings in an early years classroom. Australian Journal of Communication, 40 (2), 63-81.
Levy, Mike and Gardner, Rod (2012). Liminality in multitasking: where talk and task collide in computer collaborations. Language in Society, 41 (5), 557-587. doi: 10.1017/S0047404512000656
Gardner, Rod and Levy, Mike (2010). The coordination of talk and action in the collaborative construction of a multimodal text. Journal of Pragmatics, 42 (8), 2189-2203. doi: 10.1016/j.pragma.2010.01.006
Butler, Carly, Fitzgerald, Richard D. and Gardner, Rod (2009). Branching out: Ethnomethodological approaches to communication. Australian Journal of Communication, 36 (3), 1-14.
Gardner, Rod, Fitzgerald, Richard and Mushin, Ilana (2009). The underlying orderliness of turn-taking: Examples from Australian talk. Australian Journal of Communication, 36 (3), 65-90.
Mushin, Ilana and Gardner, Rod (2009). Silence is talk: Conversational silence in Australian Aboriginal talk-in-interaction. Journal of Pragmatics, 41 (10), 2033-2052. doi: 10.1016/j.pragma.2008.11.004
Gardner, R. (2007). The Right connections: Acknowledging epistemic progression in talk. Language in Society, 36 (3), 319-341. doi: 10.1017/S0047404507070169
Gardner, R. and Mushin, I. (2007). Post-start-up overlap and disattentiveness in talk in a Garrwa community. Australian Review of Applied Linguistics, 30 (3), 35.1-35.14. doi: 10.2104/aral0735
Conference Paper
Gardner, Rod and Mushin, Ilana (2012). Teachers telling students: informings in an Indigenous classroom. AIEMCA 2012 Biennial Conference, Brisbane, Australia, 29-30 November 2012.