teacher identity enactment for shaping learner contributions in english classroom micro-contexts

Classroom interaction has been the subject of inquiry in a number of different settings but it remains an under-researched area regarding the concept of teacher identity. to date, in iran, there has been little published data that has adopted “conversation analysis” (ca) as an analytical tool to develop an in-depth understanding of teacher identity. therefore, this study employs ca to analyze zimmerman’s (2006) “interactional identities” in efl classrooms at a private institute in iran. the focus of this research is on the teacher’s identity and in particular, the enactment of teacher identity for shaping learner contributions. talk-in-interaction between a nonnative english teacher and iranian learners was video recorded, transcribed, and analyzed inductively. this paper shows how the teacher skillfully utilizes a range of interactional identities in post-expansion sequences to shape learner contributions while opening a space for interaction when the pedagogic purpose is on classroom context mode (walsh, 2006) or meaning-and-fluency (seedhouse, 2004). this study argues that if teachers are aware of their practices concerning identity, they can acquire greater insights into their local context, which may result in professional development.