Self- and Other-Reference in Social Contexts

This chapter explores the dynamics of identification in a German–​Tanzanian school exchange, in which participants use English as a lingua franca (ELF). It investigates which particular reference systems adolescents activate for positioning themselves and their interlocutors in this context, and how orientations change in the course of their encounter. In a mixed-methods approach combining quantitative corpus investigations with content analyses, the contribution focuses on the contextual use of