Younhee KIM

International Pragmatics Association
American Association of Applied Linguistics
The Sociolinguistic Society of Korea

Kim, Y-h., & Crepaldi, Y. T. (In press). Co-constructed storytelling as a site for socialization in parent-child interaction: A case from a Malay-English bilingual family in Singapore. Journal of Pragmatics.

Kim, Y-h., & Silver, R. E. (2020). “What do you think about this?”: Differing Role Enactment in Post-Observation Conversation. In S. Kunitz, N. Markee, & O. Sert (Eds.), Emerging issues in classroom discourse and interaction: Theoretical and applied CA perspectives on pedagogy. Springer.

Carlin, P. A., & Kim, Y-h. (2019). Teaching Qualitative Research: Versions of Grounded Theory. Grounded Theory Review, 29-43.

Kim, Y-h. (2019). Teacher and Professional Conversation. In M. A. Peters & R. Heraud (Eds.), The Encyclopedia of Educational Innovation. Springer.

Kim, Y-h. (2019). “What is stoyr- steruh type?”: Knowledge asymmetry, Intersubjectivity, and Learning Opportunities in conversation-for-learning. Applied Linguistics, 40(2), 307-328.

Kim, Y-h. (2018). Repetition with slight variation primarily through final particles in Korean-English bilingual children’s interaction. East Asian Pragmatics, 3(1), 59-90.

Kim, Y.-h. (2018). Private speech and mutual engagement in preschoolers’ playtime interaction: Talk and Embodiment. The Sociolinguistic Journal of Korea, 26(2), 119-165.

Kim, Y-h. (2017). Topic initiation in conversation-for-learning: Developmental and pedagogical perspectives. English Teaching, 72, 1. 73-103.

Kim, Y-h., & Silver, R. E. (2016). Provoking reflective thinking in post observation conversations. Journal of Teacher Education, 67(3), 203-219.

Kim, Y-h. (2016). Development of L2 Interactional Competence: Being a Story Recipient in L2 English Conversation. Discourse and Cognition, 23(1), 1-29.

Kasper, G., & Kim, Y.-h. (2015). Conversation-for-Learning: Institutional talk beyond the classroom. In N. Markee (Ed.), Handbook of Classroom Discourse and Interaction. New York: Wiley-Blackwell.

Kim, Y-h (2012). Practices for initial recognitional reference and learning opportunities in conversation. Journal of Pragmatics, 44, 709-729.