Face Saving and Conflicting Frames: An Analysis of Interaction between Native and Nonnative ESL Teachers

Abstract

This study presents the analysis of a workplace interaction between two nonnative-English as a second language teachers and one native-English as a second language teacher. The aim of the study is to investigate how frames, alignment and footing are signaled in this work-related conversation and to analyze the role of face saving in the appearance of conflicting frames. In addition, this study aims to contribute to the research that has been conducted in both institutional and noninstitutional settings where professionals of different language and cultural backgrounds happen to interact.