249
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

A teacher’s positioning of a multilingual learner in the first month of the academic year

Pages 3-23 | Received 03 Sep 2020, Accepted 14 Sep 2022, Published online: 18 Oct 2022

References

  • Anderson, K. T. (2009). Applying positioning theory to the analysis of classroom interactions: Mediating micro-identities, macro-kinds, and ideologies of knowing. Linguistics and Education, 20(4), 291–310. https://doi.org/10.1016/j.linged.2009.08.001
  • Battey, D. (2013). Access to mathematics: A possessive investment in whiteness. Curriculum Inquiry, 43(3), 332–359. https://doi.org/10.1111/curi.12015
  • Bohn, C., Roehrig, A., & Pressley, M. (2004). The first days of school in the classrooms of two more effective and four less effective primary-grades teachers. The Elementary School Journal, 104(4), 269–287. https://doi.org/10.1086/499753
  • Brenner, M. (1998). Development of mathematical communication in problem solving groups by language minority students. Bilingual Research Journal, 22(2-4), 149–174. https://doi.org/10.1080/15235882.1998.10162720
  • Chval, K., Pinnow, R., & Thomas, A. (2015). Learning how to focus on language while teaching mathematics to English language learners: A case study of Courtney. Mathematics Education Research Journal, 27(1), 103–127. https://doi.org/10.1007/s13394-013-0101-8
  • Cobb, P., Gresalfi, M., & Hodge, L. L. (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40(1), 40–68. https://doi.org/10.5951/jresematheduc.40.1.0040
  • Davies, B., & Harré, R. (1999). Positioning and personhood. In R. Harre, & L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 32–52). Blackwell Publishers.
  • de Araujo, Z., Roberts, S., Willey, C., & Zahner, W. (2018). English learners in K–12 mathematics education: A review of the literature. Review of Educational Research, 8(6), 879–919. https://doi.org/10.3102/0034654318798093
  • de Araujo, Z., & Smith, E. (2022). Examining ELLs’ learning needs through the lens of algebra curriculum materials. Educational Studies in Mathematics, 109(1), 65–87. https://doi.org/10.1007/s10649-021-10081-w
  • de Araujo, Z., Smith, E., & Sakow, M. (2016). Reflecting on the dialogue regarding the mathematics education of English learners. Journal of Urban Mathematics Education, 9(2), 33–48.
  • Duff, P. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289–322. https://doi.org/10.1093/applin/23.3.289
  • Enyedy, N., Rubel, L., Castellón, V., Mukhopadhyay, S., Esmonde, I., & Secada, W. (2008). Revoicing in a multilingual classroom. Mathematical Thinking and Learning, 10(2), 134–162. https://doi.org/10.1080/10986060701854458
  • Erath, K., Ingram, J., Moschkovich, J., & Prediger, S. (2021). Designing and enacting instruction that enhances language in mathematics learning: A review of the state of development and research. ZDM, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Esmonde, I. (2009). Ideas and identities: Supporting equity in cooperative mathematics learning. Review of Educational Research, 79(2), 1008–1043. https://doi.org/10.3102/0034654309332562
  • Esmonde, I., & Langer-Osuna, J. (2013). Power in numbers: Student participation in mathematical discussions in heterogeneous spaces. Journal for Research in Mathematics Education, 44(1), 288–315. https://doi.org/10.5951/jresematheduc.44.1.0288
  • Estapa, A., Pinnow, R., & Chval, K. (2016). Video as a professional development tool to support novice teachers as they learn to teach English language learners. The New Educator, 12(1), 85–104. https://doi.org/10.1080/1547688X.2015.1113350
  • Forman, E., & Ansell, E. (2001). The multiple voices of a mathematics classroom community. Educational Studies in Mathematics, 46(1), 115–142. https://doi.org/10.1023/A:1014097600732
  • Gandara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. In Policy Analysis for California Education, PACE (NJ1). The Center for the Future of Teaching and Learning.
  • Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. https://doi.org/10.3102/0091732X025001099
  • Green, J. L., Brock, C., Baker, W., & Harris, P. (2020). Positioning theory: Its origins, definition, and directions in education an explanatory theory and analytic lens. In N. S. Nasir, C. D. Lee, R. Pea, & M. M. de Royston (Eds.), Handbook of the cultural foundations of learning (pp. 119–140). Routledge. https://doi.org/10.16194/j.cnki.31-1059/g4.2011.07.016
  • Gresalfi, M., & Hand, V. (2019). Coordinating situated identities in mathematics classrooms with sociohistorical narratives: A consideration for design. ZDM, 51(3), 493–504. https://doi.org/10.1007/s11858-019-01034-y
  • Grootenboer, P., & Edwards-Groves, C. (2019). Learning mathematics as being stirred into mathematical practices: An alternative perspective on identity formation. ZDM, 51(3), 433–444. https://doi.org/10.1007/s11858-018-01017-5
  • Gutiérrez, R. (2008). A “gap-gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), 357–364. https://doi.org/10.5951/jresematheduc.39.4.0357
  • Harré, R. (2012). Positioning theory: Moral dimensions of socio-cultural psychology. In J. Valsiner (Ed.), The Oxford handbook of culture and psychology (pp. 191–206). Oxford University Press.
  • Harré, R., & Dedaic, M. (2012). Positioning theory, narratology, and pronoun analysis as discursive therapies. In A. Lock, & T. Strong (Eds.), Discursive perspectives in therapeutic practice (pp. 45–64). Oxford University Press.
  • Harré, R., Moghaddam, F. M., Cairnie, T. P., Rothbart, D., & Sabat, S. R. (2009). Recent advances in positioning theory. Theory & Psychology, 19(1), 5–31. https://doi.org/10.1177/0959354308101417
  • Harré, R., & van Langenhove, L. (1991). Varieties of positioning. Journal for the Theory of Social Behaviour, 21(4), 393–407. https://doi.org/10.1111/j.1468-5914.1991.tb00203.x
  • Hazari, Z., Cass, C., & Beattie, C. (2015). Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development. Journal of Research in Science Teaching, 52(6), 735–762. https://doi.org/10.1002/tea.21214
  • Herbel-Eisenmann, B., Sinclair, N., Chval, K., Clements, D., Civil, M., Pape, S., Stephan, M., Wanko, J., & Wilkerson, T. (2016). Positioning mathematics education researchers to influence storylines. Journal for Research in Mathematics Education, 47(2), 102–117. https://doi.org/10.5951/jresematheduc.47.2.0102
  • Herbel-Eisenmann, B., Wagner, D., Johnson, K., Suh, H., & Figueras, H. (2015). Positioning in mathematics education: Revelations on an imported theory. Educational Studies in Mathematics, 89(2), 185–204. https://doi.org/10.1007/s10649-014-9588-5
  • Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (2001). Identity and agency in cultural worlds. Harvard University Press.
  • Kayi-Aydar, H. (2014). Social positioning, participation, and second language learning: Talkative students in an academic ESL classroom. TESOL Quarterly, 48(4), 686–714. https://doi.org/10.1002/tesq.139
  • Kayi-Aydar, H. (2019). Positioning theory in applied linguistics. Palgrave Macmillan.
  • Kayi-Aydar, H., & Miller, E. R. (2018). Positioning in classroom discourse studies: A state-of-the-art review. Classroom Discourse, 9(2), 79–94. https://doi.org/10.1080/19463014.2018.1450275
  • Leinhardt, G., Weidman, C., & Hammond, K. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17(2), 135–176. https://doi.org/10.1080/03626784.1987.11075284
  • Louie, N. (2017). The culture of exclusion in mathematics education and its persistence in equity-oriented teaching. Journal for Research in Mathematics Education, 48(5), 488–519. https://doi.org/10.5951/jresematheduc.48.5.0488
  • Martin-Beltrán, M. (2010). Positioning proficiency: How students and teachers (de) construct language proficiency at school. Linguistics and Education, 21(4), 257–281. https://doi.org/10.1016/j.linged.2010.09.002
  • McClain, K., & Cobb, P. (2001). An analysis of development of sociomathematical norms in one first-grade classroom. Journal for Research in Mathematics Education, 32(3), 236–266. https://doi.org/10.2307/749827
  • McHoul, A. (1978). The organization of turns at formal talk in the classroom. Language in Society, 7(2), 183–213. https://doi.org/10.1017/S0047404500005522
  • McVee, M. (2011). Positioning theory and sociocultural perspectives: Affordances for educational researchers. In M. McVee, C. H. Brock, & J. A. Glazier (Eds.), Sociocultural research in literacy: Exploring culture, discourse, narrative, and power in diverse educational contexts (pp. 1–22). Hampton Presss, Inc.
  • Mesa, V., & Chang, P. (2010). The language of engagement in two highly interactive undergraduate mathematics classrooms. Linguistics and Education, 21(2), 83–100. https://doi.org/10.1016/j.linged.2010.01.002
  • Moghaddam, F. M., & Harré, R. (2010). Words, conflicts, and political processes. In F. M. Moghaddam, & R. Harré (Eds.), Words of conflict, words of war: How the language we use in political processes sparks fighting (pp. 1–28). Praeger.
  • Moghaddam, F. M., Harré, R., & Lee, N. (Eds.). (2007). Global conflict resolution through positioning analysis. Springer.
  • Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, 4(2-3), 189–212. https://doi.org/10.1207/S15327833MTL04023_5
  • Moschkovich, J. (2013). Principles and guidelines for equitable mathematics teaching practices and materials for English language learners. Journal of Urban Mathematics Education, 6(1), 45–57.
  • Moschkovich, J. (2015). Academic literacy in mathematics for English learners. The Journal of Mathematical Behavior, 40, 43–62. https://doi.org/10.1016/j.jmathb.2015.01.005
  • National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Author.
  • National Council of Teachers of Mathematics. (2014). Principles to action: Ensuring mathematical success for all. Author.
  • Nguyen, H., & Yang, L. (2015). A queer learner’s identity positioning in second language classroom discourse. Classroom Discourse, 6(3), 221–241. https://doi.org/10.1080/19463014.2015.1093952
  • Pappamihiel, N. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Research in the Teaching of English, 36(3), 327–355. https://doi.org/10.2307/40171530
  • Pettit, S. (2011). Teachers’ beliefs about English language learners in the mainstream classroom: A review of the literature. International Multilingual Research Journal, 5(2), 123–147. https://doi.org/10.1080/19313152.2011.594357
  • Pinnow, R., & Chval, K. (2015). “How much you wanna bet?” Examining the role of positioning in the development of L2 learner interactional competencies in the content classroom. Linguistics and Education, 30, 1–11. https://doi.org/10.1016/j.linged.2015.03.004
  • Planas, N., & Gorgorió, N. (2004). Are different students expected to learn norms differently in the mathematics classroom? Mathematics Education Research Journal, 16(1), 19–40. https://doi.org/10.1007/BF03217389
  • Ritchie, S. (2002). Student positioning within groups during science activities. Research in Science Education, 32(1), 35–54. https://doi.org/10.1023/A:1015046621428
  • Rowland, T. (1995). Hedges in mathematics talk: Linguistic pointers to uncertainty. Educational Studies in Mathematics, 29(4), 327–353. https://doi.org/10.1007/BF01273910
  • Rymes, B. (2016). Classroom discourse analysis: A tool for critical reflection. Routledge.
  • Seawright, J., & Gerring, J. (2010). Case selection techniques case study research options. Political Research Quarterly, 61(2), 294–308. https://doi.org/10.1177/1065912907313077
  • Slocum-Bradley, N. (2010). The positioning diamond: A trans-disciplinary framework for discourse analysis. Journal for the Theory of Social Behaviour, 40(1), 79–107. https://doi.org/10.1111/j.1468-5914.2009.00418.x
  • Stigler, J. W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. Simon and Schuster.
  • Tait-McCutcheon, S., & Loveridge, J. (2016). Examining equity of opportunities for learning mathematics through positioning theory. Mathematics Education Research Journal, 28(2), 1–22. https://doi.org/10.1007/s13394-016-0169-z
  • Turner, E., Dominguez, H., Maldonado, L., & Empson, S. (2013). English learners’ participation in mathematical discussion: Shifting positionings and dynamic identities. Journal for Research in Mathematics Education, 44(1), 199–234. https://doi.org/10.5951/jresematheduc.44.1.0199
  • Turner, J., Meyer, D., Cox, K., Logan, C., Dicintio, M., & Thomas, C. T. (1998). Creating contexts for involvement in mathematics. Journal of Educational Psychology, 90(4), 730–745. https://doi.org/10.1037/0022-0663.90.4.730
  • van de Walle, J., Karp, K., & Bay-Williams, J. (2019). Elementary and middle school mathematics: Teaching developmentally. Pearson.
  • van Langenhove, L., & Harré, R. (1999). Introducing positioning theory. In R. Harre, & L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 14–31). Blackwell Publishers.
  • Wagner, D., & Herbel-Eisenmann, B. (2009). Re-mythologizing mathematics through attention to classroom positioning. Educational Studies in Mathematics, 72(1), 1–15. https://doi.org/10.2307/40284605
  • Walshaw, M., & Anthony, G. (2008). The teacher’s role in classroom discourse: A review of recent research into mathematics classrooms. Review of Educational Research, 78(3), 516–551. https://doi.org/10.3102/0034654308320292
  • Wood, L., & Kroger, R. (2000). Doing discourse analysis: Methods for studying action in talk and text. Sage Publications.
  • Wood, M. (2013). Mathematical micro-identities: Moment-to-moment positioning and learning in a fourth-grade classroom. Journal for Research in Mathematics Education, 44(5), 775–808. https://doi.org/10.5951/jresematheduc.44.5.0775
  • Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458–477. https://doi.org/10.5951/jresematheduc.27.4.0458
  • Yamakawa, Y., Forman, E., & Ansell, E. (2009). Role of positioning: The role of positioning in constructing an identity in a third grade mathematics classroom. In K. Kumpulainen, C. E. Hmelo-Silver, & M. César (Eds.), Investigating classroom interaction: Methodologies in action (pp. 179–201). Sense Publishers.
  • Yoon, B. (2008). Uninvited guests: The influence of teachers’ roles and pedagogies on the positioning of English language learners in the regular classroom. American Educational Research Journal, 45(2), 495–522. https://doi.org/10.3102/0002831208316200

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.