Educating learners of English as a second/foreign/additional language to speak is a complex social practice. Speaking in another language involves a range of processes that go from successfully handling new muscular movements to developing and consolidating an individual, yet social, voice in that language. This voice deals with the projected identity the learner deploys when engaging in meaningful interactions, which is constantly being negotiated in every use of the language. For Ortiz-Medina in this issue, “the construction of identities and, particularly, the ways in which English language learners position themselves and others are determined by how they interact in the power networks of the classroom” (p.252). She investigated how young adult learners of English constructed their identities as speakers of English through their positioning in oral tasks in an English class.

中文翻译：

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探索英语课堂的口语发展：来自厄瓜多尔，洪都拉斯，智利和哥伦比亚的观点

教育英语作为第二/外/其他语言的学习者是一种复杂的社会实践。用另一种语言说话涉及一系列过程，从成功处理新的肌肉运动到发展和巩固该种语言的个人但社交​​的声音。这种声音处理学习者在进行有意义的交互时所部署的预计身份，该交互在每种语言的使用中都在不断协商中。对于本期的Ortiz-Medina，“身份的构建，尤其是英语学习者对自己和他人的定位方式，取决于他们在教室电源网络中的交互方式”（第252页）。