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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
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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

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