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

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Adolescent & Adult Literacy Pub Date : 2024-08-28 DOI:10.1002/jaal.1380
Karissa J. Sywulka
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Abstract

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.
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运用定位理论调查不同文化和语言的青少年学生参与课堂讨论的情况
教师有一个重要的机会来决定如何定位文化和语言多样性(CLD)学生的跨国知识基金。定位理论研究如何在社会互动中应用自我和他人的观点。本范围性文献综述确定了九项研究,这些研究利用定位理论追踪了青少年文化和语言多元化学生参与课堂讨论的情况。综述仅限于在美国的学校和课后班级进行的同行评审研究。研究结果提供了学生和教师在现实世界中协商身份和把握参与机会的各种实例。针对研究结果所揭示的教师的深远影响,本文介绍了一个模型,说明教学风格的两个关键组成部分:教师信仰和跨国知识基金定位的交叉点。四种教师形象代表了四种立场:文化响应型教师、广撒网型教师、沉默者型教师和理想主义者型教师。
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来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
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Issue Information Social annotation and dialogic teaching and learning in English language arts How teachers accommodate digital multimodal communication in pedagogy: A review of Designing Learning for Multimodal Literacy—Teaching Viewing and Representing Poetry unveiled: Multimodality and aesthetic responses as a fresh approach to teaching and reading verse Using positioning theory to investigate the participation of culturally and linguistically diverse adolescent students in classroom discussion
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