The institutional and beyond: On L2 teachers' identity display in L2 classrooms
Résumé
This paper analyses interactions between foreign language (L2) teachers and groups of L2 learners in teacher-fronted L2 classrooms (Richards, 2006). The focus is on the description of how the participants construct, interactively and collaboratively, a context where categorisation processes occur (Schegloff, 1992), namely on the complex identities that L2 teachers' display (Richards, ibid.). It is argued that the functions - pedagogical and other - of the observed materialized, local identities may not correlate with the institutional business traditionally expected of an allegedly institutional context such as that of the L2 classroom - e.g., to facilitate L2 learning (Richards, ibid.). The observations suggest that by virtue of their orientations, teachers may at times interrupt their "doing being teachers" within the L2 classroom context, and momentarily "doing being" someone else instead (Mondada, 1999). It is concluded that L2 teachers' observable, locally accomplished, situated ways to make sense of the L2 classroom context, may sometimes not correlate with the roles that the literature in applied linguistics and education describe as relevant in teacher-fronted L2 classrooms.
Mots clés
foreign language teaching
foreign language learning
second language acquisition
foreign language teachers' education
foreign language teachers' cognition
teacher-fronted classroom
classroom observation
identity
multiple identities
situated identities
auto-categorisation
data analysis qualitative methodology
conversation analysis
open-ended interview
stimulated-recall interview
triangulation
institutional setting
teacher-fronted classroom discourse
interaction
foreign language learner
(dis)preference
(dis)affiliation
sociocultural theories
foreignness
multilingualism
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