Using positioning theory to investigate the participation of culturally and linguistically diverse adolescent students in classroom discussion

被引:1
作者
Sywulka, Karissa J. [1 ]
机构
[1] St Louis Univ, St Louis, MO 63103 USA
关键词
classroom discussion; culturally and linguistically diverse students; high school students; identity; immigrant education; middle school students; positioning theory; ENGLISH-LANGUAGE LEARNERS; TALK; TEACHERS;
D O I
10.1002/jaal.1380
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Teachers have a critical opportunity to decide how to position transnational funds of knowledge of culturally and linguistically diverse (CLD) students. Positioning theory investigates how views of self and others are applied in social interactions. This scoping literature review identified nine studies that used positioning theory to trace the participation of adolescent CLD students in classroom discussions. The review was limited to peer-reviewed studies set in school and afterschool classes in the United States. The findings provide a variety of real-world examples of students and teachers negotiating their identities and navigating participatory opportunities. In response to how the findings revealed the far-reaching influence of the teacher, this article introduces a model illustrating the intersection of two key components of teaching style: teacher beliefs and positioning of transnational funds of knowledge. Four teacher profiles represent four stances: The Culturally Responsive Teacher, The Wide Net, The Silencer, and The Idealist.
引用
收藏
页码:495 / 505
页数:11
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