ABSTRACT
This chapter explores the theme of expert knowledge and the cultural assumptions surrounding who holds expertise and what power that expertise holds with others. Drawing on theories of power dynamics, particularly of bases of social power, this chapter examines how social power is exercised within interaction and the influences they hold on classroom interactants. The analysis of classroom interactions illustrates the teacher’s expertise and the cultural appeal of studying foreign languages as potential sources of student deference in dialogue. In the face of this challenge, this chapter examines theories of language commodification as a phenomenon that teachers can employ to center students in dialogue and encourage their contributions.
