Lee2015

Lee2015
BibType	ARTICLE
Key	Lee2015
Author(s)	Yo-An Lee
Title	Negotiating knowledge bases in pedagogical discourse: relevance of identities to language classroom interaction
Editor(s)
Tag(s)	EMCA, conversation analysis, ethnomethodology, identities, knowledge, classroom interaction, non-native discourse
Publisher
Year	2015
Language
City
Month
Journal	Text & Talk - An Interdisciplinary Journal of Language, Discourse Communication Studies
Volume	35
Number	5
Pages	621-642
URL	Link
DOI	10.1515/text-2015-0014
ISBN
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Institution
School
Type
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Series
Howpublished
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Abstract

Identities are about how people position themselves in their social surroundings individually and collectively. Research in applied linguistics shows how identities seem multifaceted, emergent, and constantly changing. The present study finds its analytic resources in conversation analysis (CA) and describes how access to particular knowledge can make different identities relevant in the contingent choices during real-time classroom interaction. Based on transcribed questioning sequences taken from English as a Second Language (ESL) classroom, the analysis demonstrates the intricate negotiation between classroom teachers and their non-native students in determining what knowledge is relevant among multiple possibilities. What underlies these sequences is the work of managing asymmetries in the knowledge base between teachers and their students as they come to terms with various competing knowledge bases, whether about content knowledge, target language, or personal experience. The findings suggest that participants deploy a far greater variety of identities than the pre-set categories of native/non-native speakers and that the presence of multiple identities is a central analytic resource as it shows the process by which the participants establish the relevant knowledge bases for the task at hand.

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