Problematizing Possible -isms in Adult Second Language Classrooms.

This article examines how teachers in adult second language (L2) English classrooms in the United States problematize students' hearably prejudiced, stereotypical, or exclusionary talk—referred to as possible -isms—using conversation analysis and membership categorization analysis frameworks. Drawing on 55 hours of video-recorded classes, it identifies three teacher response practices: (i) introducing complexities to neutralize possible -isms by adding nuanced category features, (ii) offering counter examples grounded in personal or relational knowledge to correct inaccurate categorizations, and (iii) treating possible -isms as absurd through laughter and irony to invite correction or retraction. These practices are carefully mitigated to balance critical awareness with maintaining solidarity in diverse classrooms, reflecting the delicate institutional goals of adult L2 education. The study highlights the challenges and nuances of addressing prejudice in language learning settings and suggests further research on the effectiveness and implications of these problematizing strategies.