Teacher Discourse Identities and Learners' Participation Opportunities

Pairing the methodological power of conversation analysis with the conceptual framework of sociocultural theory, this book concentrates on the effects of EFL teachers' interactional identities on learners' participation and attempts to present the influential knowledge of TI. This knowledge may help EFL teachers to pay more attention to their identities in interaction and their potential effects to generate the opportunities for learners to participate in classroom interaction and use language.

Autorentext

Sedigheh Karimpour is a PhD candidate in applied linguistics at the university of Tehran, Iran. She has published papers on classroom discourse in different journals and presented papers at national and international conferences. Her fields of interest include discourse analysis and English for Specific purposes.