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The purpose of this study is to uncover the cultural beliefs and values that underlie the public school and private language institute teachers' representations of their professional identities and figured worlds, through examining discourses that manifested themselves in their teacher-room talks with their peer teachers. The data was collected by means of video recordings of the teachers' natural and face-to-face interactions. Using a multi-layered approach, we analyzed the two groups' speech patterns: 'I-statements', 'narrative lines', 'act sequences and schematic move structures', 'tenses of verbs', 'pronouns', 'hedging vs. boosters', 'topics of talks', 'in-group insults', 'teasing humor', 'mentoring talk', 'professional humor', 'phatic communion and social talk vs. core business talk', 'everyday vs. technical vocabularies', 'laughter', 'lexical density', 'pacing of talk', 'repetition and dramatization', 'the amount of English language used and code-switching' and non-linguistic factors like 'tools', 'objects', and 'bodies' as identity-markers used by the two groups. The findings revealed that speech patterns of the two groups of teachers differed dramatically. The most pervasive macro-speech patterns among public school teachers were 'narratives' and 'social dispute arguments' and that of English language institute teachers were 'work and professional talk with code-switching from Turkish to English' and 'mentoring and viewpoint-giving arguments'. The school teachers' narratives, and social phatic communion talk, in the form of mainly gossip, depicted a 'master dispute figured-world' against authorities, whereas mentoring, viewpoint-giving arguments, work negotiation, and work experiences told by institute teachers were a sign of their 'master work and success figured-world'.


Philosophy of Education, Teachers' Room Talk, Macro-Discourses, Speech Patterns.
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