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English language -- Study and teaching -- United States -- Foreign speakers


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 English-dominant classrooms.


Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX, May 1, 2017.

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