The pedagogical value of oral discourse in the development of teachers’ linguistic identity

Abstract

This article examines how oral discourse shapes teachers’ linguistic identity in modern educational settings. The study is based on the assumption that spoken communication is a foundational pedagogical asset, enabling educators to project professional values, articulate educational philosophies, and cultivate a unique expressive voice. The analytical framework targets three interrelated dimensions: the role of speech in educational settings, the core of linguistic identity, and the nexus between them. The methodological framework outlines an experimental research design intended to leverage the formative power of oral communication. Preliminary findings suggest that reflective practices and authentic classroom dialogue reinforce the teacher’s linguistic profile and professional voice. The urgency of this investigation is heightened by ongoing educational shifts driven by pervasive digitalization, and by the rise of artificial intelligence.