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Bilingual, Multilingual, and Multicultural Education
Curriculum and Instruction Faculty Publications and Presentations
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Full-Text Articles in Education
English Learners' Positioning During Interactions With Monolingual English-Speaking Students, Amanda Sugimoto, Kathy Carter
English Learners' Positioning During Interactions With Monolingual English-Speaking Students, Amanda Sugimoto, Kathy Carter
Curriculum and Instruction Faculty Publications and Presentations
Increasingly, English Learners (ELs) are being educated in mainstream classrooms alongside English fluent students. Using a positioning theory framework, this multiple case study explored how ELs reflexively positioned themselves during interactions with their peers as well as how English fluent peers interactionally positioned ELs. Drawing upon multiple data sources, (i.e., observations, interviews, and artifacts), and using cross case analysis techniques, we found that ELs’ reflexive positioning was influenced by their language history and schooling context and peers’ interactional positioning moves limited ELs’ access to academic interactions. These findings pose important considerations regarding the academic and linguistic access of ELs in …
The Back Burner: A Case Study Of A Teacher’S Dilemmas When Working With English Learners, Amanda Sugimoto
The Back Burner: A Case Study Of A Teacher’S Dilemmas When Working With English Learners, Amanda Sugimoto
Curriculum and Instruction Faculty Publications and Presentations
Increasingly, mainstream classroom teachers are working with (ELs), however, little is known about what dilemmas these teachers face in their practice with ELs. Using a dilemmatic spaces framework, this case study explored the dilemmas a fourth grade teacher negotiated while working with ELs in her low-incidence school. Drawing upon multiple data sources, (i.e., observations, interviews, and artifact analysis), and using iterative and thematic analysis techniques, three dilemmas were identified. These included: (1) a lack of professional experience with ELs, (2) lack of support from the ESL teacher, and (3) conflicting administrative expectations. These findings pose important considerations for the teaching …