Abstract
This study examines stances evoked by a Korean teacher's use of the pronoun, wuli (we/our), in a heritage language classroom. Close analysis of recorded classroom interaction reveals that the frequent use of “wuli chingwutul” (our friends), “wuli plus first name”, and wuli for “you” evokes the stance of solidarity between the teacher and students. By mitigating face-threatening acts of directives and imperatives, the teacher's stance-taking works to encourage students’ active engagement. The normalized use of wuli in the teacher's discourse marks its absence for a shift in her stances from solidarity to authority and distance. These contrasting stances serve to socialize students into both pedagogically appropriate classroom behaviors and culturally appropriate linguistic practices. The results highlight ways in which speaker stances make up a significant aspect of language learning and socialization, calling for further studies on how bilingual children interpret and take up various stances in dynamic contexts.
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