Representation of Teachers’ Identity in EFL Classroom Interactions
Abstract: This sociocultural
linguistic study aimed investigating the teachers’ identity representation in
their classroom interactions. This study was conducted by considering the
significant roles the teachers played in orchestrating classroom activities
which involved the accumulation of the teachers’ efforts, values and beliefs.
The findings revealed that the teachers exposed their identity in different ways
for both different roles and local positioning which were culturally, socially,
politically, and religiously constructed. The teachers also perceived their
identity which could be clustered into four broad areas which showed their
understanding and the significant functions of their identity representation.
Some pedagogical implications were derived from these findings.
Author: Meinarni Susilowati
Journal Code: jppendidikangg130048
