Resisting first-language politeness in the foreign language classroom
DOI:
https://doi.org/10.32870/vel.vi24.249Palabras clave:
politeness, second language, resistance, pragmatics, politic behaviourResumen
To understand the challenges, difficulties and obstacles involved in teaching and learning TL politeness practices and patterns, this article examines how Mexican teachers of English as a Foreign language (EFL) approach ‘expected’ TL politeness conduct i.e., politic (Watts, 2003) and position themselves with respect to pragmatic transfer of learners’ L1 resources to the TL. The politic dimension highlights TL conventions and the degree to which the learners’ L1 norms are transferred to the TL. Pragmatic transfer examines how FL interlocutors build on existing communicative assets and resources. I examine the possible uses of L1 politic practices in TL instruction – a position that clashes with conventional FL teaching.
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