Language Learner Identities: Utilizing Conversation Analysis in the Classroom

Conversation Analysis (CA), a method which studies and analyzes interaction has been used to study organizational structures of utterances, such as turn-taking, sequencing and repair practices. However, an area which is attracting attention is CA studies in the English language classroom, in particular, identities of language learners. Through examples of CA studies of interactions involving English language learners, the article discusses how using CA to analyze interactions in English language classroom can help address pedagogical issues surrounding the emergence of asymmetrical learner identities. The article concludes with the need to make CA available for more English language teachers as a vehicle to understand their students and their potential.