Teacher’s Language and Identity Construction in an EFL Context: A Case from Korean Context

• Main Authors: Junlei, Xuan, Jae-Woo, Shim, Jungyin, Kim
• Format: Article
• Language: English
• Published: Lasting Impressions Press 2018-11-01
• Series: International Journal of English Language and Translation Studies
• Subjects: Language Performance; Teacher; Identity; EFL Learning; Korean National University
• Online Access: http://www.eltsjournal.org/archive/value6%20issue4/5-6-4-18.pdf

Language choices are often enactment of who’s in charge and ‘whose values will prevail’ (Holmes, 2004, cited in Brian Partridge, 2012 P. 20). And it also applies to language learning particularly EFL learning; however, people tend to focus more on language learning process and pay not so much attention to teacher’s language choices in EFL learning, and that might cause a lack of adequate studies in exploring the relations between teacher’s language and teacher’s identity. To address this concern, this study attempts to investigate how a teacher’s identity can be constructed through interactions with the Ph. D program students in a Korean EFL context. A transcript about the interactions of onsite recordings is made and interactional approaches of discourse analysis are adopted to analyze it in detail. Findings indicate that teacher’s identity is shaped and constructed in the reoccurring patterns of the teacher’s linguistic features.