From ‘you’ to ‘we’: A foreign language teacher's professional journey towards embracing inclusive education

This qualitative case study explores how a novice foreign language teacher negotiated personal and professional identities and positioned herself and students in relation to classroom and broader cultural communities through pronouns. The participants included a Turkish teacher and six students at an American university. The teacher's use of pronouns we, you, and they was explored using video-recorded classroom observations and discourse analysis. The findings indicated the different ways the teacher used pronouns in the classroom to include/exclude or invite students into Turkish community, and how the switches between personal and professional perspectives signaled the teacher's journey towards embracing inclusive education.

► Teachers may unwittingly isolate students from a language community via pronouns. ► Inclusive teacher talk is important in enabling learners' membership to a group. ► Teachers' use of pronouns is tied to their personal and professional perspectives.