Positioning teachers, positioning learners: Why we should stop using the term English learners

Colombo, Michaela; Tigert, Johanna M.; Leider, Christine Montecillo

doi:10.1002/tesj.432

Cited by 16 publications

(10 citation statements)

References 8 publications

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“…Although TESOL scholars (e.g., Colombo, Tigert, & Leider, 2018; Menard‐Warwick, 2008; Miller, 2010) have used positioning theory to examine the discursive formation of learner agency and identity, Kayi‐Aydar and Miller (2018) rightfully note that many studies have narrowly focused on micro‐level positioning and neglected macro‐level positioning—or the contexts and discourse that extends beyond the moment to moment (see also Anderson, 2009; Martin‐Beltrán, 2010). Our study responds to this call by exploring positioning across multiple contexts and data sources across time, and draws upon research that has applied a positioning theoretical lens to narrative‐based research (Bamberg, 1997; Deppermann, 2013; Wortham, 2000).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Becoming advocates: Positioning immigrant youth to share, connect, and apply their stories as tools for social change

2020

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Although TESOL educators often incorporate autobiographical narrative as pedagogy to develop language and literacy among language learners, research has paid little attention to how immigrant youths’ personal stories relate to advocacy and social justice. This article addresses this gap by investigating and theorizing how student advocacy developed in an autobiographical narrative project, the Immigrant Student Stories Project (ISSP). Using a positioning theoretical lens and an ethnographic approach, the authors focus on students’ participation and voices in their narratives and draw upon interviews and observational fieldnotes across ISSP contexts within and beyond one high school. The authors’ investigation of the ISSP examined what students do with their narratives and how they are positioned both in and outside of a classroom context, which the authors argue have consequences for language learning and social justice. The study found that learners are positioned as legitimate speakers, community members, and advocates when they are afforded opportunities to share their stories publicly, connect their stories with a larger community, and apply their stories as tools for advocacy. This study contributes to TESOL scholarship by exploring student advocacy through the lens of positioning theory and revealing how advocacy, language, and literacy can develop synergistically through storytelling.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Becoming advocates: Positioning immigrant youth to share, connect, and apply their stories as tools for social change

2020

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“…Credited for coining the term, Skutnabb-Kangas (1988, 2015) posited people who speak non-dominant languages (e.g., speaking languages other than English in the United States) or registers of the dominant language that are considered non-standardized or unduly accented typically encounter harsh judgement, discrimination, and oppression. The term, emergent bi/multilingual learner , is derived from the work of Otheguy et al (2015) and Colombo et al (2019) and supported by the work of Gerald (2022) by attempting to counter the deficit models and oppressive dynamics surrounding teaching adult EBLs, challenge both linguicism and the hegemony of English, especially in English-dominant countries, and acknowledge and leverage students’ full linguistic repertoires. Similarly, the use of acquiring a new or additional language affirms that many adult EBLs are bi- or multilingual before beginning their English-language studies.…”

Section: Positionality and Terminologymentioning

confidence: 99%

In plain sight: Oppressive dynamics and learning challenges in adult ESOL programs in the United States

Housel

2023

Equity in Education & Society

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A previous convergent mixed methods study conducted by the author revealed that, based on their preservice preparation and access to in-service professional development, instructors of adult emergent bi/multilingual learners in the United States often felt ill-equipped to address the oppressive dynamics and learning challenges that might manifest in their adult ESOL classrooms. This follow-up interview study explored the prevalence of these oppressive dynamics, such as racism, sexism, and linguicism, and learning challenges, such as neurodiversity, and investigated how preservice preparation, continuous professional development, program administration, and the field of TESOL might address these issues more consistently and equitably. Semi-structured interviews were conducted via Zoom or over the telephone with 10 randomly selected volunteers. The findings revealed that oppressive dynamics and learning challenges are commonplace in adult ESOL programs in the United States. Recommendations included either routinely incorporating discussions and content related to these issues throughout preservice coursework and continuous professional development or creating postgraduate certificate programs to do so. Participants also felt that the field of TESOL should address these issues on a regular versus ad hoc basis through its conferences, publications, and research literature. Limitations of the study and areas for future research were also identified.

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“…She argued that this inequitable access is usually “multicausal,” with language intersecting with other oppressive dynamics like racism, sexism, and xenophobia, which, in turn, affirmed the use of intersectionality theory in this study. The term, EBL , is inspired and affirmed by the work of Otheguy et al (2015) and Colombo et al (2019) and attempts to counter the pervasive deficit models in educational contexts in the United States surrounding adults learning English as an additional language, challenge both linguicism and the hegemony of English, especially in English-dominant countries, and acknowledge and leverage students’ full linguistic repertoires. Similarly, the use of acquiring a new or additional language affirms that many adult EBLs are bi- or multilingual before beginning their English-language studies.…”

Section: Positionality and Terminologymentioning

confidence: 99%

Instructors reflect on how their preservice preparation and ongoing professional development prepared them to address oppressive dynamics in adult ESOL programs in the United States

Housel

2022

Equity in Education & Society

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For decades, researchers have asserted that the preservice preparation for instructors of adult emergent bi/multilingual learners (EBLs) in the United States can be inconsistent, and access to ongoing professional development (PD) can be insufficient to address the demands of the 21st century classroom. A previous study conducted by the author revealed that instructors of adult EBLs felt adequately prepared to teach English, but they often felt ill-equipped to address the learning challenges and oppressive dynamics that might manifest in their adult English to Speakers of Other Language (ESOL) classrooms. This convergent mixed methods study was a preliminary attempt to address these issues. Eighty-five participants recruited throughout the United States were asked to reflect on the degree to which challenges, like learning dis/abilities, and oppressive dynamics, like racism and sexism, were addressed in their preservice preparation and ongoing PD through a 20-item survey instrument administered via Qualtrics. The findings revealed that issues closely related to language teaching were more commonly addressed, but learning challenges and oppressive dynamics were inadequately addressed, if at all. Suggestions included interweaving discussions of these issues and dynamics throughout preservice coursework but exploring them more extensively in ongoing PD. Limitations of the study and areas for future research were also identified.

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Positioning teachers, positioning learners: Why we should stop using the term English learners

Cited by 16 publications

References 8 publications

Becoming advocates: Positioning immigrant youth to share, connect, and apply their stories as tools for social change

Becoming advocates: Positioning immigrant youth to share, connect, and apply their stories as tools for social change

In plain sight: Oppressive dynamics and learning challenges in adult ESOL programs in the United States

Instructors reflect on how their preservice preparation and ongoing professional development prepared them to address oppressive dynamics in adult ESOL programs in the United States

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