Power is often stabilized as status, role, and expertise that create discourse variations in existing studies on nonnative speakers' interactions with native speakers. The ethnolinguistic approach views NSs as the powerful and dominant group due to their linguistic status. In contrast, the discourse domain approach argues that NNSs are capable of giving a better discourse performance than NSs if they have the expertise on the topic. Drawing on Foucault's conceptualization of power, the present study argues that power is not monolithic (...) and static, but dynamic and negotiable. The discourse under consideration represents an instructional interaction between an NNS teacher and a NS college student. A close analysis of the discourse reveals that neither the NS student's linguistic status nor the NNS teacher's expertise is taken for granted as a given privilege, but both are actually negotiated. Power negotiation involves the use of language resources, interactional skills, and contextual knowledge in the participants' attempts to achieve their respective situational goals. (shrink)