L2 Classroom Discourse and Identity Construction of Iranian EFL Teachers and Learners

As learning English is thought of as a socio- cultural process formed interactionally, EFL/ ESL learners Identity construction is rooted in their socio-cultural and even political context They are studying English. This can be found in the discourse of English classes where L2 learners of English are in constant interaction with themselves, instructional materials and their teachers and are shaping their identity through the second or foreign language they are learning. Accordingly, this study aimed to explore the extent to which teachers and learners construct their own local identity through developing English of their own in the classroom discourse they learn English. To do so, 5 ELT teachers and twenty five EFL undergraduate students were considered as the participants of this study. The data were collected through semi-structured interview, field notes and opinion survey which were then quantitatively and qualitatively analyzed. The results of the data analysis revealed that Iranian L2 learners and teachers were affected by contrasting attitudes toward their own culture and the English language and were willing to adopt an identity as English speakers. Moreover, L2 learners had uncertainty in their own behavior to interact with English native speakers. The still existing trend toward British or American accent points to teachers not being adequately globalized.