Chapter 3: Transformative Resistance: Politeness Conflict in the English as a Foreign Language Classroom

In the English as a foreign language (EFL) classroom, teachers whose first language is not English, face a choice between following and teaching target-language norms and behavior or adhering to first-language practices. In identifying the conflict between teachers being expected to adopt a decontextualized and standardized EFL pedagogy and responding to the more vibrant and relevant classroom reality, this study takes an emic stance by giving voice to Mexican teachers as they openly appear to resist, challenge, and reject imposed foreign language (FL) politeness practices. This research highlights conflict and opposition against imposed research findings from a more powerful group.