Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-jn8rn Total loading time: 0 Render date: 2024-12-26T13:07:13.486Z Has data issue: false hasContentIssue false

8 - Negotiating Epistemic Authority and Co-Constructing Difference

Socializing “Nonnative Speaker” Teachers in a US Graduate Program in TESOL

from Part II - Socializing Identities

Published online by Cambridge University Press:  10 February 2020

By
Debra A. Friedman
Edited by
Matthew J. Burdelski  and
Kathryn M. Howard
Matthew J. Burdelski
Affiliation:
Osaka University
Kathryn M. Howard
Affiliation:
California State University, Channel Islands
Get access

Summary

This chapter explores the expert–novice construct through an investigation of classroom discourse focusing on four international graduate students in an MA program in TESOL at a US university. It examines the contingent and shifting nature of expert–novice in two teaching methods courses, which were situated at a nexus of multiple communities of practice: the classrooms, the program, graduate school, the TESOL profession, etc. Microanalysis of classroom interactions reveals how instructors ascribed knowledge to students and positioned them along a continuum of expertise, and considers how focal students’ identities as nonnative speakers of English shaped this positioning. Classroom practices are juxtaposed against focal students’ self-representations as displayed in interviews and classroom behavior as they validated, resisted, or negotiated their positioning. The chapter reflects on the impact of these expert–novice identifications on focal students’ socialization as well as implications of a more dynamic and fluid conceptualization of expert–novice for the study of academic discourse socialization.

Keywords

TESOLnonnative speakerepistemic authorityexpertiseerror correctionuniversityEnglish
Type
Chapter
Information
Language Socialization in Classrooms
Culture, Interaction, and Language Development
 , pp. 158 - 178
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

American Psychological Association (2010). Publication Manual of the American Psychological Association, 6th Ed. Washington, DC: American Psychological Association.Google Scholar
Brutt-Griffler, J. and Samimy, K. (1999). Revisiting the colonial in the postcolonial: critical praxis for nonnative-English-speaking teachers in a TESOL program. TESOL Quarterly, 33(3), 413–431.CrossRefGoogle Scholar
Brutt-Griffler, J. and Samimy, K. (2001). Transcending the nativeness paradigm. World Englishes, 20(1), 99–106.CrossRefGoogle Scholar
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267–296.CrossRefGoogle Scholar
Cho, S. (2013). Disciplinary enculturation experiences of three Korean students in US-based MATESOL programs. Journal of Language, Identity, and Education, 12(2), 136–151.Google Scholar
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209.Google Scholar
Davies, A. (2003). The Native Speaker: Myth and Reality. Clevedon, UK: Multilingual Matters.Google Scholar
Doerr, N. M. (2009). Introduction. In Doerr, N. M. (ed.), The Native Speaker Concept: Ethnographic Investigations of Native Speaker Effects (pp. 1–10). Berlin: Mouton de Gruyter.CrossRefGoogle Scholar
Duff, P. A. (2002). The discursive co-construction of knowledge, identity, and difference: an ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 280–322.CrossRefGoogle Scholar
Duff, P. A. and Anderson, T. (2015). Academic language and literacy socialization for second language students. In Markee, N. (ed.), The Handbook of Classroom Discourse and Interaction (pp. 337–352). Malden, MA: Wiley.CrossRefGoogle Scholar
Freeman, D. and Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417.Google Scholar
Garrett, P. B. and Baquedano-López, P. (2002). Language socialization: reproduction and continuity, transformation and change. Annual Review of Anthropology, 31, 339–361.CrossRefGoogle Scholar
Goffman, E. (1981). Footing. In Goffman, E., Forms of Talk (pp. 124–159). Philadelphia, PA: University of Pennsylvania Press.Google Scholar
Hedgcock, J. S. (2002). Toward a socioliterate approach to second language teacher education. Modern Language Journal, 86(3), 299–317.CrossRefGoogle Scholar
Heritage, J. (2012). Epistemics in action: action formation and territories of knowledge. Research on Language and Social Interaction, 45(1), 1–29.CrossRefGoogle Scholar
Ho, M. (2011). Academic discourse socialization through small-group discussions. System, 39(4), 437–450.CrossRefGoogle Scholar
Holliday, A. (2008). Standards of English and politics of inclusion. Language Teaching, 41(1), 119–30.CrossRefGoogle Scholar
Jacoby, S. and Gonzales, P. (1991). The constitution of expert–novice in scientific discourse. Issues in Applied Linguistics, 2(2), 149–181.CrossRefGoogle Scholar
Jaffe, A. (2009). Introduction: the sociolinguistics of stance. In Jaffe, A. (ed.), Stance: Sociolinguistic Perspectives (pp. 3–28). New Y, NY: Oxford University Press.CrossRefGoogle Scholar
Jefferson, G. (1984). On the organization of laughter in talk about troubles. In Atkinson, J. M. and Heritage, J. (eds.), Structures of Social Action: Studies in Conversation Analysis (pp. 346–369). Cambridge: Cambridge University Press.Google Scholar
Krachu, B. (1992). The Other Tongue: English across Cultures. Urbana, IL: University of Illinois Press.Google Scholar
Lee, J. S. and Bucholtz, M. (2015). Language socialization across learning spaces. In Markee, N., (ed.), The Handbook of Classroom Discourse and Interaction (pp. 319–336). Malden, MA: Wiley.CrossRefGoogle Scholar
Medgyes, P. (1992). Native or non-native: who’s worth more? ELT Journal, 46(4), 340–349.Google Scholar
Morita, N. (2000). Discourse socialization through oral classroom activities in a TESL graduate program. TESOL Quarterly, 34(2), 279–210.CrossRefGoogle Scholar
Morita, N. (2002). “Negotiating participation in second language academic communities: a study of identity, agency, and transformation.” Unpublished doctoral dissertation, University of British Columbia, Canada. https://open.library.ubc.ca/media/download/pdf/831/1.0078209/1Google Scholar
Morita, N. (2004). Negotiating participation and identity in second language academic discourse communities. TESOL Quarterly, 38(4), 573–603.CrossRefGoogle Scholar
Motha, S. (2006). Racializing ESOL teacher identities in US K-12 public schools. TESOL Quarterly, 40(3), 495–518.CrossRefGoogle Scholar
Moussu, L. and Llurda, E. (2008). Non-native English-speaking English language teachers: history and research. Language Teaching, 41(3), 315–348.CrossRefGoogle Scholar
Ochs, E. (1993). Constructing social identity: a language socialization perspective. Research on Language and Social Interaction, 26(3), 287–306.CrossRefGoogle Scholar
Ochs, E. (1996). Linguistic resources for socializing humanity. In Gumperz, J. J. and Levinson, S. C. (eds.), Rethinking Linguistic Relativity (pp. 407–437). New York, NY: Cambridge University Press.Google Scholar
Ochs, E. and Schieffelin, B. B. (2011). The theory of language socialization. In Duranti, A., Ochs, E., and Schieffelin, B. B. (eds.), The Handbook of Language Socialization (pp. 1–21). Malden, MA: Blackwell.Google Scholar
Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.Google Scholar
Rampton, M. B. H. (1990). Displacing the “native speaker”: expertise, affiliation, and inheritance. ELT Journal, 45(2), 97–101.CrossRefGoogle Scholar
Riley, K. (2011). Language socialization and language ideologies. In Duranti, A., Ochs, E., and Schieffelin, B. B. (eds.), The Handbook of Language Socialization (pp. 493–514). Malden, MA: Blackwell.Google Scholar
Romaine, S. and Lange, D. (1991). The use of like as a marker of reported speech and thought: a case of grammaticalization in progress. American Speech, 66(3), 227–279.CrossRefGoogle Scholar
Singh, G. and Richards, J. C. (2009). Teaching and learning in the course room. In Burns, A. and Richards, J. C. (eds.), Cambridge Guide to Second Language Teacher Education (pp. 201–208). New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Talmy, S. (2015). A language socialization perspective on identity work of ESL youth in a superdiverse high school classroom. In Markee, N. (ed.), The Handbook of Classroom Discourse and Interaction (pp. 353–368). Malden, MA: Wiley.CrossRefGoogle Scholar
Wright, T. (2010). Second language teacher education: review of recent research on practice. Language Teaching, 43(3), 259–296.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×