Conversational repair plays a vital role for human beings to keep a conversation going. Conversational repair prevents a continuous conversation from being interrupted and helps to minimize the potential for misunderstanding. It is important to identify how conversational repair is organized in a question and answer session. This study explored how intersubjectivity is maintained between Dr. Zakir Naik and his audience in comparative religion question and answer sessions. Intersubjectivity can be defined as the mutual understanding gained by both the speaker and the audience in a conversation during a question and answer session. Eight different audience members who participated in the question and answer sessions of Dr. Zakir Naik were taken from the YouTube channel. In those conversations, the videos were transcribed and analyzed by the researcher to investigate the repair organization. Using the conversation analysis (CA) method, this study explored how conversational repairs are organized to achieve mutual understanding between the speaker and the audience. The study found that self-initiated self-repair is the most common type of conversational repair used by the speaker and audience, followed by other-initiated self-repair, self-initiated other-repair, and other-initiated other-repair. The study also found that the approach to intersubjectivity, self-knowledge, paralinguistic, 'particular value' and rejoinder contribute to the achievement of mutual understanding between Dr. Zakir and his audience during question and answer sessions. In addition, the study found that Dr. Zakir used the term 'brother' and 'sister' when referring to his audience to show brotherhood in Islam, friendliness, relationship, respect and cultural influence in his conversations. Finally, the findings revealed that Dr. Zakir Naik used English for Specific Purposes (ESP) and Language for Specific Purposes (LSP) (i.e. Bible, Quran, chapter, verse, Allah, Alhamdulillah) in the selected comparative religious dialog videos to address a multi-religious community. KEYWORDS: Conversational repairs, Intersubjectivity, brother, sister, ESP, LSP, conversation analysis.

Teachers' career stages are viewed as a progression that can be affected by personal and environmental factors. There are three main types of teachers’ career phases mentioned in Huberman (1993); Beginning, Middle and Ending. These stages reflect the teachers’ behaviour and views in their work life. For many of them, experience in career phases influences how they carry out school programmes and activities. English for Camping program (ECP) is one of the many types of English enrichment programs developed for primary students as part of their yearly camping program in public schools in Malaysia. Teaching ECP to a group of primary ESL students has made it impossible to be achieved because they are not mature enough to decide the specified needs yet. To make it possible, ESL teachers of different career stages need to be prepared to understand and create ECP activities, as well as be the medium to ensure the success of the ECP program. This qualitative study attempts to examine the three ESL teachers’ views of the train-the-trainer ECP program and their preferred instructional strategies used for the program through a one-to-one semi-structured interview. The study contextualizes the ECP under the umbrella of English for Specific Purposes (ESP) which situates the teachers as ‘initial learners’ of ESP since they needed to get orientated into understanding the language of English for Camping. Findings showed that the teachers were aware of the importance of professional development and that their instructional practices employed during the ECP training were closely related to their teaching experiences. Therefore, the ESL teachers’ professional development needs to be relevant to teachers’ teaching context which enables their active engagement in content and pedagogy.