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

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TATE Volume 55, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

Kim, J.I. & Viesca, K.M. (2016). Three reading-intervention teachers' identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school. Teaching and Teacher Education: An International Journal of Research and Studies, 55(1), 122-132. Elsevier Ltd. Retrieved December 14, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.01.003

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