Bringing Interactional Identities into the Study of Classroom Interaction in ELT Education

Keywords: interactional identities, classroom interaction, English language teaching, language teaching education, language research

Abstract

This theoretical-review paper presents the construct of interactional identities as part of the study of classroom interaction in English language teaching education. The paper defines interactional identities from social studies and in the field of English language teaching. By listing studies on the matter, the relationship of this construct with classroom interaction is presented from global and local perspectives. Three reasons for studying interactional identities in the ELT field are discussed in the final part of the paper whose conclusions invite to incorporate this construct into de study of what teachers are and do for language learning and use in classroom interaction in English language teaching education.

Author Biography

Edgar Lucero-Babativa, Universidad Distrital Francisco José de Caldas, Colombia

is currently a PhD candidate in the Doctoral Program in Education, ELT Emphasis, at Universidad Distrital Francisco José de Caldas, Bogota. He is a full-time teacher educator in the Education Sciences Faculty at Universidad de La Salle, Bogota, Colombia. He holds an MA degree in Applied Linguistics for TEFL, a postgraduate specialization degree in Didactics of Languages, and a BA in Spanish, English, and French. His research interests are in Discourse Analysis, namely, Classroom interaction, and Language Teaching Didactics.

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Published
2020-06-11
How to Cite
Lucero-Babativa, E. (2020). Bringing Interactional Identities into the Study of Classroom Interaction in ELT Education. GIST – Education and Learning Research Journal, 20, 135-153. https://doi.org/10.26817/16925777.714