Mother tongue and identity in a Thai ESP classroom: A communities-of-practice perspective

Abstract

This study investigates the use of mother tongue in identity and participation of the ESP teacher and the student participants in a 40-hour English language training classroom at an engineering company in Thailand. Viewed through the lens of communities of practice (Lave and Wenger, 1991; Wenger, 1998), the research shows that mother tongue of all classroom participants, Thai, contributes to identity and negotiation in the ESP classroom. Despite the different disciplinary cultures and values as well as professional discourses of the English language teacher and the engineering professionals, the classroom participants are able to use mother tongue as a shared repertoire and a discursive practice in negotiating identities and sustaining participation in the classroom community of practice. The research suggests positive roles of mother tongue in relationship building among classroom community members through the use of L1 in small talks and humour, which can result in story and knowledge sharing. Pedagogical and research implications are provided in regard to the use of mother tongue in English language teaching and learning, and specifically in ESP.