Positioning proficiency: How students and teachers (de)construct language proficiency at school

Martin‐Beltrán, Melinda

doi:10.1016/j.linged.2010.09.002

Cited by 71 publications

(40 citation statements)

References 40 publications

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“…More specifically, examining practices such as when and how often summarizing or restating EBs’ statements occurs merits further research. Although some second‐language acquisition research has highlighted recasting, the overuse of restating EBs’ statements in the present study's book clubs seemed more detrimental to their perceived proficiency (Martin‐Beltrán, ). Teacher educators can help in‐ and preservice teachers teachers become more critically aware of these unintentional discursive practices and help them develop more critical language awareness (Fairclough, ; Paris & Alim, ).…”

Section: Discussion On Social and Cultural Consequencescontrasting

confidence: 63%

“…In a case study of a fifth‐grade classroom, Martin‐Beltrán () also found that interactions between a teacher and students in a dual‐immersion setting had important consequences in relation to positioning students as language proficient. These interactions allowed for participants to “co‐construct perceptions of proficiencies” and how they shaped “consequent affordances or constraints” (p. 272) in classroom interactions.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs

Lewis

Zisselsberger

2018

Reading Research Quarterly

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The authors illustrate ways that diverse linguistic repertoires were constrained within a set of classroom book club discussions among sixth-grade students and their teachers in a public school setting. The study took place in a U.S. Mountain West middle school with a majority population of Latinx students, many of whom were emerging bilinguals (EBs). In these book clubs, 21 students and two teachers read one of four mystery novels. The groups comprised both native and nonnative English-speaking students and were grouped according to reading ability/level. Using discourse analysis strategies, the researchers analyzed the participants' talk across the book club discussions. The authors found that although a primary purpose of a literature discussion group is to provide more equitable participatory opportunities for EBs, in this case, the linguistic and discursive practices of the teachers and the native English speakers did not fully honor EBs' contributions. These practices led to EBs' ultimate withdrawal from discussions. Therefore, the implications suggest a cautionary tale for educators working with EBs to critically analyze and identify ways in which generic methods for English as a second language and "good" teaching practices may position EBs as incapable. Moreover, the authors suggest that teachers should develop more critical linguistically and culturally responsive practices that acknowledge the linguistic repertoires of EBs and (re)position EBs as communicatively competent.

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Section: Discussion On Social and Cultural Consequencescontrasting

confidence: 63%

Section: Theoretical Frameworkmentioning

confidence: 99%

Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs

Lewis

Zisselsberger

2018

Reading Research Quarterly

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“…In this study, I sought to understand how students engage in the literacy event of the morning message across languages. This adds to a growing body of research on morning message (Hindman & Wasik, 2012 ;Wasik & Iannone-Campbell, 2012 ) and instructional practices supporting emergent bilinguals' literacy development in elementary classrooms (DeNicolo, 2010 ;Martin-Beltrán, 2010). I wanted to answer the following: What are the ways that students actively engage in making meaning and sharing knowledge during the daily morning message?…”

mentioning

confidence: 99%

“¡Fantástico!”

DeNicolo¹

2014

The Reading Teacher

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Drawing from a qualitative case study that examined the language practices and learning in a first grade bilingual classroom, the author discusses one teacher's daily process for the literacy event of the morning message. Primary findings indicate that the ways the teacher listened and responded to students during the morning message provided validation regarding their knowledge and role in the classroom. Several forms of validation were identified such as: stating agreement with students’ thoughts and opinions, identification of students’ intellectual strategies, and recognition of their cultural and linguistic knowledge. The forms of validation used during morning message supported student learning of academic language across their developing languages of Spanish and English as well as their ability to see themselves as valuable members of the learning community. This study builds on literacy research by exploring how morning message can promote student engagement, literacy development and metalinguistic awareness.

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“…As is evident in the literature, there is quite a connection between the newfound critical portions of sociocultural theory and positioning theory regarding the moral order of rights and obligations (Kim & Viesca, 2016;Martin-Beltrán, 2010;Reeves, 2009). Both critical sociocultural theory and positioning theory take into account the macro and micro structures of power and agency in the school setting that influence emergent bilinguals.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

“…I reviewed 15 qualitative studies that directly discussed the linguistic identity of emergent bilinguals and will report on the four most salient (Dressler, 2014;Martin, 2012;Martin-Beltrán, 2010;McHatton et al, 2007). Dressler (2014) and Martin (2012) recognized that although identities can be "acted out" in utterances and through body language, they are not physical, tangible entities.…”

Section: Linguistic Identitymentioning

confidence: 99%

Influence Of Language Ideologies And Positioning On Emergent Bilinguals Linguistic Identity

Urbanc¹

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Positioning proficiency: How students and teachers (de)construct language proficiency at school

Cited by 71 publications

References 40 publications

Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs

Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs

“¡Fantástico!”

Influence Of Language Ideologies And Positioning On Emergent Bilinguals Linguistic Identity

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