Social Interaction and English Language Teacher Identity (Studies in Social Interaction)

Social Interaction and English Language Teacher Identity offers an in-depth exploration of how teachers construct, negotiate, and express their professional identities through interaction. Situated within the Studies in Social Interaction series, it bridges discourse analysis, sociolinguistics, and teacher education to reveal how communication shapes who teachers are and how they teach.

Drawing on detailed classroom data and professional dialogues, this work examines how language use, institutional norms, and social relationships influence teacher self-perception and practice. It uncovers the subtle ways teachers manage authority, empathy, and expertise through spoken and written exchanges with students and colleagues.

The book provides rich analytical frameworks for understanding identity as a dynamic process rather than a fixed role. It highlights how interactional choices—questioning, feedback, humor, and reflection—both mirror and shape the evolving professional persona of English language educators.

Combining theoretical depth with empirical clarity, it contributes to a growing body of research that connects conversation analysis to teacher development. Readers gain insight into how daily classroom interactions reflect broader cultural, institutional, and ideological contexts.

Social Interaction and English Language Teacher Identity is an essential resource for applied linguists, teacher educators, and practitioners interested in the intersection of language, identity, and pedagogy. It redefines teaching as a social act where meaning and identity are continually co-constructed in interaction.