Three reading-intervention teachers' identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school

被引：15

作者：

Kim, Jung-In ^{[1
]}

Viesca, Kara Mitchell ^{[1
]}

机构：

[1] Univ Colorado Denver, Denver, CO USA

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 55卷

关键词：

Urban middle-school teachers; Identity positioning; Critical theory; Emergent bilinguals; Motivational practices; Reading-intervention classroom; ENGLISH LEARNERS; LANGUAGE; STUDENTS; BEHAVIORS; EDUCATION; PEDAGOGY; STORIES; RACE;

D O I：

10.1016/j.tate.2016.01.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated three urban middle-school teachers' practices with respect to motivating and engaging emergent bilinguals in reading-intervention classrooms by exploring the teachers' identity positioning. The three teachers' sociocultural and sociopolitical positioning of their students (e.g., students as individuals, as monolithic learners, or as problems) was found to be related to their practices for motivating and engaging the students (e.g., hybrid, calibrated, or imposed practices). The teachers' historical and current resources partially shaped how they positioned their students. The findings support that teachers should not only learn motivational practices but also reflect critically on positioning processes in the classroom. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：122 / 132

页数：11