How Positioning Affects English Learners’ Social Interactions Around Reading

Abstract

Social interactions are an essential element of students’ reading engagement. Social interactions around reading are an essential component to English learners’ (ELs) reading engagement specifically as they provide opportunities to share cultural, linguistic, and intellectual resources. This article examines the effect of positioning on ELs’ social interactions around reading. With a storyline of middle school ELs, the article discusses how self-positioning and other-positioning influence the quality and types of social interactions around reading in which ELs participate. The article concludes with instructional implications for how educators can ensure that ELs have access to positive social reading interactions as a way to facilitate students’ reading engagement.

Additional Resources

1. Billings, E. & Mueller, P. (n.d.). Quality student interactions: Why are they crucial to language learning and how can we support them? (Topic Brief #2 of New York State Office of Bilingual Education and World Language). Retrieved from http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/quality_student_interactions-2.pdf

This topic brief considers the importance of social interactions to language learning. The different kinds of interactions commonly found in classrooms are discussed, and features of quality interactions are presented. Educators are then provided examples of quality classroom interactions.

2. Case, A. F. (2016). Let social interactions flourish. Educational Leadership, 73, 51-55.

In this article, the author describes specific strategies on how to foster positive interactions between English learners (ELs) and their native-English speaking peers. Using examples from her own experience on a high school project wherein ELs were grouped with native English speakers to create a welcome video about their school, the author discusses strategies to use to ensure the success of similar social interactions.

3. Yoon, B. (2007). Offering or limiting opportunities: Teachers’ roles and approaches to English-language learners’ participation in literacy activities. The Reading Teacher, 61, 216–225.

This article provides case studies of two different classrooms and how the teachers’ roles afforded or denied students access to the classroom culture. Through the contrasting case studies, educators are provided a vivid picture of the differences in ELs’ experiences based on whether or not the teacher creates a classroom culture wherein ELs are positioned as valuable members.

Additional information

Notes on contributors

Maria Selena Protacio

Maria Selena Protacio is at Western Michigan University.