ABSTRACT
Topic shift occurs more frequently on Timelines than changing and digressing from a topic, most probably because topic shift can take place more easily in short conversations. Similar to face-to-face conversation, teachers engage in stepwise topical movements and marked transitions when shifting topic. Topic analogizing is the main form of topic shift on Timelines, followed by topic recontextualizing. Topic fading and topic shading occur occasionally. Topic analogizing enables teachers to exchange their second stories, which we argue is an attempt to co-construct emotional support, besides broadening teachers’ perspectives, because the stories have different settings due to the teachers’ wide geographical distribution. Topic recontextualizing through the use of metalinguistic Comments enables teachers to negotiate the appropriateness of their language use and contributes to the development of their professional identity. Advice-seeking and advice-giving emerging through the analysis of topic shift reveals that teachers tend to accept unrequested advice rather than disputing it, which reflects a strong sense of belonging. Vague previous Comments might contribute to topic shift, especially when the participants infer that the Comments are contributing to the new topic rather than to the old topic.
