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'Being the Teacher': identity and classroom conversation

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Richards, Keith, 1952-. (2006) 'Being the Teacher': identity and classroom conversation. Applied Linguistics, Vol.27 (No.1). pp. 51-77. ISSN 0142-6001

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Official URL: http://dx.doi.org/10.1093/applin/ami041

Abstract

Recent debate on the standard classroom Initiation–Response–Follow-up pattern has focused particular attention on the final move and the contribution it can make to productive interaction in teacher-fronted situations. This paper suggests that current research in this area has tended to exaggerate the pedagogic impact of changes based on specifiable discourse moves, proposing instead an approach to analysis which takes account of the dynamic nature of identity construction and its relationship to the development of ongoing talk. It challenges the view that the concept of classroom conversation is inherently contradictory and, drawing on the work of Zimmerman (1998) related to the broader field of Membership Categorization Analysis, demonstrates how shifts in the orientation to different aspects of identity produce distinctively different interactional patterns in teacher-fronted talk. Using Zimmerman's distinction between discourse, situated and transportable identities in talk, extracts from classroom exchanges from different educational contexts are analysed as the basis for claiming that conversation involving teacher and students in the classroom is indeed possible. The paper concludes with a discussion of the pedagogical implications of this.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education B Philosophy. Psychology. Religion > BF Psychology
Divisions:	Faculty of Social Sciences > Centre for Applied Linguistics
Library of Congress Subject Headings (LCSH):	Teachers -- Attitudes -- Research, Identity (Philosophical concept), Conversation analysis -- Research, Interaction analysis in education
Journal or Publication Title:	Applied Linguistics
Publisher:	Oxford University Press
ISSN:	0142-6001
Official Date:	March 2006
Volume:	Vol.27
Number:	No.1
Page Range:	pp. 51-77
Identification Number:	10.1093/applin/ami041
Status:	Peer Reviewed
Access rights to Published version:	Restricted or Subscription Access
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URI:	http://wrap.warwick.ac.uk/id/eprint/3241