The Construction of an Identity as “ESL Teacher” in Classrooms and Tutorials

Hongya Fan, Xiaoyan Ren


The analysis in this study, using a data set consisting of 20 teacher-student meetings in two settings of formal classroom sessions and once-a-week tutorials, examines how ESL teachers in China construct their identities, by considering the use of person-referencing practices, speech acts, language selection and language styles. The results of the analysis are discussed with reference to the construction of different types of ESL teacher identities in these two settings.

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