The teacher self is a composite psychological construct which encompasses the cognitive, affective, emotional, and social dimensions of teaching. This qualitative study draws on Bakhtin’s concepts of dialogism, answerability, and addressivity to discuss how English language teachers negotiated the shifting and conflictive context to construct selves in relation to the promoted communicative language teaching approach. Based on narrative interviews and classroom observations with five tertiary English teachers in China, we found that these teachers were actively engaged in the dialog with (...) their prior learning experiences and active, responsive in answering their contexts while authoring selves in everyday teaching practice. The multiple-case study data support a Bakhtinian understanding that teachers are active users and producers of theory in their own right, highlighting teachers’ agency, creativity, and autonomy. Based on Bakhtin’s dialogism and the case study findings, we bring cognition, identity and practice together and conceptualize the teacher self as having multiple facets and layers: the autobiographical self, the discursive self, and the pedagogical self. The three selves are constitutive of the consummated whole of the teacher self instead of being separate entities functioning individually. The study is concluded with implications for language teacher education and teacher development. (shrink)

The paper argues that interlocutors in intercultural interactions rely mainly on co-constructed temporary norms rather than on codified norms of the target language. There is a complex interplay of codified and emergent norms that drives interaction. Temporary norms emerge through temporary communicative extension of the system (TCE) that are expressions, chunks and utterances that violate the existing relatively definable norms and conventions of target language use, but still make sense in actual situational contexts and can be considered possible outputs of (...) the English language system. TCEs function as building blocks for temporary norms, and they can also be building blocks in common ground development. The paper demonstrates these functions through examples in intercultural interactions. (shrink)

This paper examines the roles of indexicals in explicating speakers’ intentions and constructing common ground in the context of a continuum with two extreme endpoints, the intracultural at one end, and the intercultural at the other, within the framework of the socio-cognitive approach proposed and developed by Kecskes and Kecskes and Zhang. Thirteen participants from different linguistic and cultural backgrounds were recruited to represent varying degrees on the intra- and intercultural continuum. They were divided into three groups: American English speakers, (...) speakers from Asian countries, and a group of speakers, each of whom represents linguistically and culturally different countries. Eight extracts were drawn from the data of up to three hours of recordings, including discussions on one topic, and retrospective interviews retrieving the speakers’ intentions for using deixis. The results reveal that the closer the interlocutors were towards the intercultural communicative context endpoint on the continuum, the more they employed four types of indexicals as common ground construction strategies. Those strategies included the explicit manifestation of intentions, clarification, and confirmation of referent identification in actual situational context, elicitation of information, disambiguation and explanation of similar salient specifics in their home culture in an effort to sustain cooperative communication. This study enhances our understanding of different functions of indexicals in interactions on the intra- and intercultural continuum, which resulted from different levels of context interpretation and common ground. (shrink)

This paper examines the roles of indexicals in explicating speakers’ intentions and constructing common ground (CG) in the context of a continuum with two extreme endpoints, the intracultural at one end, and the intercultural at the other, within the framework of the socio-cognitive approach proposed and developed by Kecskes (2008,2010,2014) andKecskes and Zhang (2009). Thirteen participants from different linguistic and cultural backgrounds were recruited to represent varying degrees on the intra- and intercultural continuum. They were divided into three groups: American (...) English speakers, speakers from Asian countries (Korea, China, and Vietnam), and a group of speakers (China, Vietnam, Brazil, and America), each of whom represents linguistically and culturally different countries. Eight extracts were drawn from the data of up to three hours of recordings, including discussions on one topic, and retrospective interviews retrieving the speakers’ intentions for using deixis. The results reveal that the closer the interlocutors were towards the intercultural communicative context endpoint on the continuum, the more they employed four types of indexicals (person, location or spatial, temporal, and discourse deixis) as common ground construction strategies. Those strategies included the explicit manifestation of intentions, clarification, and confirmation of referent identification in actual situational context, elicitation of information, disambiguation and explanation of similar salient specifics in their home culture in an effort to sustain cooperative communication. This study enhances our understanding of different functions of indexicals in interactions on the intra- and intercultural continuum, which resulted from different levels of context interpretation and common ground. (shrink)