Abstract
When teachers and students use L2 in Expanding Circle, Asian EFL classes, what kind of interpersonal roles do they perform, and what does this mean for the development of L2-mediated identity? The notion of alterity, or otherness, is used here to analyse the extent to which identity work occurs in EFL classes located in a Thai university context. Ten such classes are observed, and nine teachers interviewed. Analysis of lessons revealed little performance of L2-mediated identity, and teachers indicated that while they valued L2 for communication in class, they often saw such use as artificial or inauthentic. It is proposed that if teachers can reflect upon the L2 interpersonal roles which they perform, they will be better able to support learners’ journey into another language and culture.
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