While addressing issues of prejudice and exclusion is crucial for helping adult second language (L2) learners acquire and critique socio-interactional norms of their pluralistic communities, there is still a lack of work examining how teachers can problematize prejudiced talk when it arises in the classroom. Within the detail-oriented frameworks of conversation analysis and membership categorization analysis, this study examines teacher practices for problematizing students’ hearably prejudiced, stereotypical, or exclusionary talk—that is, students’ possible -isms. Drawing on data from 55 hours of video-recorded English L2 classes in the United States, I explore three problematizing responses to possible -isms: (i) introducing complexities, (ii) offering counter examples, and (iii) treating -isms as absurd. While introducing complexities neutralizes students’ hearable -isms as somehow inadequate, the latter two practices treat the -isms as entirely inaccurate through illustrated and invited corrections. The analysis reveals these practices to be finely attuned to the institutional goals and features of the adult L2 classroom, allowing teachers to incorporate a critical perspective and delicately problematize possible -isms without threatening solidarity with their diverse adult learners.

中文翻译：

---

成人第二语言课堂中可能存在的问题

虽然解决偏见和排斥问题对于帮助成人第二语言（L2）学习者获得和批评其多元化社区的社会互动规范至关重要，但仍然缺乏研究教师如何解决课堂上出现的偏见言论的问题。 。在对话分析和成员分类分析的注重细节的框架内，本研究考察了教师对学生的可听偏见、刻板印象或排他性谈话（即学生可能的主义）提出问题的做法。根据美国 55 小时的英语 L2 视频课程的数据，我探讨了对可能的主义的三种问题化反应：(i) 引入复杂性，(ii) 提供反例，以及 (iii) 将主义视为荒谬。虽然引入复杂性可以中和学生的可听主义，认为它在某种程度上是不够的，但后两种做法通过插图和邀请更正将这些主义视为完全不准确。分析表明，这些做法与成人第二语言课堂的制度目标和特征完美契合，使教师能够纳入批判性观点并巧妙地对可能的主义提出问题，而不会威胁到与不同成人学习者的团结。