ABSTRACT
This on how the teachers and students performed their "teachership" and "studentship" in an institutional setting through words, and how they further asserted and/or refashioned their institutional identities by what they said. It presents data and discusses the discursive practices displayed by the Native English-speaking Teachers (NET) and local English teachers (LETs) in motivating, or coercing students into teaching activities, a crucial role of being a teacher. The chapter shows how some students performed their student identity in teacher-assigned tasks, often with a self-designed or self-chosen identity. It also shows how tension and conflict sometimes arose due to incongruent lesson agendas between teachers and students, and resistance from students toward authoritative discourses. With the advent of the communicative approach to language learning, the level of student participation in classroom activities has become a key indicator of effective language learning. The chapter also discusses factors affecting the effectiveness of discourse strategies.
