Self-deprecation and its interactional effects in achieving institutional tasks in mentoring conversations

Self-assessment has attracted a substantial body of literature on mentoring conversations in the context of EFL teacher education. However, little is known about how self-deprecating assessments actually occur in real time, leading to a call for more evidence-based studies. In response to this call, using Conversation Analysis, our paper examines how self-deprecating assessments occur interactionally in the context of EFL teacher education in Vietnam, where, like in many other Asian countries, the structure of mentorship is hierarchical under the strong influence of the Confucian Heritage Culture. Specifically, we analyze how self-deprecating assessments are constructed and how they contribute to preservice teachers’ institutional goals. The data of this paper consist of 18 audio recorded Vietnamese mentoring conversations between mentors and preservice teachers. The findings show that self-deprecation is interactionally constructed and managed. They also point out how self-deprecation, which has been equated with a sense of unworthiness or low self-esteem in Western cultures, is employed by preservice teachers as an interactional resource to achieve their professional development goals. Our study contributes to the existing knowledge of reflection in EFL teacher education. Implications on mentoring practice can be provided for all involved stakeholders, including mentors, pre-service students, mentor training programs for both mentors and pre-service teachers. Using the data in Vietnamese, an under-researched language, the study also contributes to a growing body of cross-cultural CA research into mentoring talks. Keywords: Vietnamese mentoring conversations, conversation analysis, self-deprecating, reflection.