Preparing UK teachers to teach English as an international language: a microanalytic perspective. Wicaksono, Meddegama, Huang and Morris. York St John University. Cutting Edges: identity in the classroom Canterbury Christ Church University, 20 June 2008

1. York St John University | www.yorksj.ac.uk Huang Jing Science and Technology College of Nanchang University, China Indu Meddegama University of the Visual and Performing Arts, Sri Lanka Robert Morris York Associates, UK Rachel Wicaksono York St. John University, UK

2. York St John University | www.yorksj.ac.uk Preparing UK teachers to teach English as an international language: a microanalytic perspective Cutting Edges: identity in the classroom Canterbury Christ Church University 20 June 2008

3. York St John University | www.yorksj.ac.uk task data analysis 1 2 3 findings background task findings 1 2 3 EIL implications references A number of ‘critical incidents’ provided the initial impetus for this study, for example…….

4. York St John University | www.yorksj.ac.uk task data analysis 1 2 3 findings background task findings 1 2 3 EIL implications references 30 UK students on a ‘TESOL and Language Studies’ module, third year BA English Language and Linguistics. 20 International students on a ‘Communication Skills’ module, pre-undergraduate Foundation Programme. Interviewed (and recorded) each other and used the information to plan lessons (TESOL) or prepare a presentation/report on ‘English as an International Language ’ (Communication Skills).

5. York St John University | www.yorksj.ac.uk task data analysis 1 2 3 findings background task findings 1 2 3 EIL implications references 24 recorded semi-structured interviews submitted. First 9 interviews (ranging from between 10 and 40 minutes in length) were converted to Mp3 and uploaded to the university VLE for sharing between the research team.

6. York St John University | www.yorksj.ac.uk task data analysis 1 2 3 findings background task findings 1 2 3 EIL implications references 7 interviews (whole or part) were transcribed, using a code that captured aspects of the interaction.

7. York St John University | www.yorksj.ac.uk task data analysis 1 2 3 findings background task findings 1 2 3 EIL implications references A conversation analysis approach, focussing on HOW the relevance of categories (such as ‘teacher’/’student’, ‘native-speaker’/’non-native speaker’) is constructed and contested in context-specific conversation (Schegloff 1992, 1999). Convergence of theory (identities are mutually created in interaction) and method (microanalysis of interaction).

8. York St John University | www.yorksj.ac.uk task data analysis 1 2 3 findings background task findings 1 2 3 EIL implications references Listen to a sample extract and read our transcription. What identities are Kate (UK) and Tom (China) claiming for themselves and each other?

9. York St John University | www.yorksj.ac.uk task data analysis 1 2 3 findings background task findings 1 2 3 EIL implications references Misunderstanding: There is "the need to create and maintain intersubjectivity in the face of incipient misunderstandings or breakdowns." Gardner (2004)

11. York St John University | www.yorksj.ac.uk task data analysis 1 2 3 findings background task findings 1 2 3 EIL implications references Constructing and contesting ‘native-speaker’ and ‘non-native speaker’ identities: NS: higher self-confidence “ standard” provider NNS: self-deprecation of linguistic abilities making an excuse for linguistic deficiency Is it always like this every time ?

13. York St John University | www.yorksj.ac.uk task data analysis 1 2 3 findings background task findings 1 2 3 EIL implications references “ The native is no longer a model speaker of [World English]…. Communicative competence in WE is in large measure of an interlingual or multilingual nature, and therefore, far from being an asset, being a monolingual may actually turn out to be an encumbrance. Indeed, the day may not be far of when native speakers of English may need to take crash courses in WE, in order to be able to cope with the demands of an increasingly competitive world market.” (Rajagopalan 2004:117)

14. York St John University | www.yorksj.ac.uk task data analysis 1 2 3 findings background task findings 1 2 3 EIL implications references “ [Lingua Franca English] is intersubjectively constructed in each specific context of interaction. The form of English is negotiated by each set of speakers for their purposes. The speakers are able to monitor each other’s language proficiency to determine mutually the appropriate grammar, lexical range and pragmatic conventions that would ensure intelligibility.” (Canagarajah 2007: 925)

16. York St John University | www.yorksj.ac.uk task data analysis 1 2 3 findings background task findings 1 2 3 EIL implications references Canagarajah, S. (2007). Lingua franca English, multilingual communities, and language acquisition. Modern Language Journal , 91(focus issue), 923-939. Gardner, R. (2004) On delaying the answer: Question sequences extended after the question. In (eds) Gardner, R. & Wagner, J. Second Language Conversations . London: Continuum. Rajagopalan, K. (2004). The concept of ‘World English’ and its implications for ELT. ELT Journal , 58(2), 111 – 117. Richards, K. (2007). Introduction. In K. Richards and P. Seedhouse (Eds.) Applying Conversation Analysis . Basingstoke: Palgrave Macmillan. Schegloff, E. A. (1992). In another context. In A. Duranti and C. Goodwin (Eds.) Rethinking context: language as an interactive phenomenon. Cambridge: Cambridge University Press. Schegloff, E. A. (1999). Talk and social structure. In A. Jaworski & N. Coupland) (Eds.) The discourse reader . London: Routledge.