LINGUISTIC MARKERS OF CLASSROOM ROLES
LINGUISTIC MARKERS OF CLASSROOM ROLES

Summary/Abstract: Any classroom interaction is dominated by a continuous series of performances in which teachers and students are positioned in particular ways, assuming and interpreting roles through ritualized behaviour. Both teachers and students “enter the stage” fully aware that they have to perform a certain role and to confirm it through their actions, so that their images could be confirmed. The aim of the present study is to analyse the linguistic markers of the roles in the English class as seen by the “performers” themselves, with particular reference to the Romanian context. Starting from theoretical perspectives on the roles played by teachers in the English language class, the paper tries to highlight the way how pre-service and in-service young Romanian teachers linguistically portray their own roles and those of their learners.

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