초록/요약

This study examines how particular teacher actions occasion the categories of native speaker (NS) and non-native speaker (NNS) teachers in classroom interaction, and how they are implicative of teacher identities in an English as a Foreign Language (EFL) context. By adopting Conversation Analysis (CA) and Membership Categorization Analysis (MCA), the purpose of this study is to establish an empirical ground for viewing NS/NNS as members’ categories rather than externally-imposed labels, thereby producing an observational account of NS/NNS teacher identity construction in situ. Data involves video recordings of co-taught elementary EFL lessons wherein two teachers – a Korean teacher and an American teacher – are present in the classroom. The analysis manifests the participants’ orientation to a normative entitlement to language expertise, momentarily positioning each other into asymmetrical categories in relation to their respective institutional roles. Also revealed is that the Korean teacher may claim epistemic access to her English expertise. By describing participants’ category-implicative actions in which NS/NNS teacher identities are occasioned, sustained, and renegotiated, this study leads to a deeper understanding of ideologies inherent in EFL co-teacher partnerships, and further suggests CA/MCA as a powerful methodological tool for analyzing teacher identities as a locally situated, interactional accomplishment.