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Self-(Re)Presentations in the EFL Classroom

Author

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  • Angeliki Ypsilanti

    (Ionian University, Greece)

  • Ioannis Karras

    (Ionian University, Greece)

Abstract

To self-present in the EFL classroom is a key productive skill for an EFL learner whether beginner or advanced. To self-represent is an empowerment option for the student who would rather ward off arbitrary identity attribution judgements. Given the critical role played by the EFL classroom as host to a complicated network of cultural backgrounds, identity acknowledgment does not have to be solely commensurate with curriculum-related obligation disclosures in an ELT context. The following ethnography in TEFL was conducted at a Greek High School in a town of a border island with the object of observing how languaculture interferes with peer interaction. The EFL teacher-inquirer via walk-through observation monitored how students negotiated their linguistic profile in conformance with Trompenaars’ five-dimension cultural framework. The outcomes show that interactants created what they perceived as a “third space” where a choir of voices laid the foundations for the rapprochement of different cultures.

Suggested Citation

  • Angeliki Ypsilanti & Ioannis Karras, 2023. "Self-(Re)Presentations in the EFL Classroom," European Journal of Education and Pedagogy, European Open Science, vol. 4(4), pages 19-23, July.
    • Handle: RePEc:epw:ejedu0:v:4:y:2023:i:4:id:30695
    DOI: 10.24018/ejedu.2023.4.4.695
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