Positioning Theory in Applied Linguistics

Kayi‐Aydar, Hayriye

doi:10.1007/978-3-319-97337-1

Cited by 69 publications

(35 citation statements)

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“…Investigating the language use of nurses in HHC helps elucidate their professional identity in this context, which is an important contribution in applying discursive and positioning perspectives (Fairclough, 2013; Harré et al., 2009; Kayı‐Aydar, 2018). Home‐care nurses’ consistent use of we as nurses suggests a common understanding of their professional identity that is shaped and revealed through discourses about themselves and their work.…”

Section: Discussionmentioning

confidence: 99%

“…The positioning process consists of speech acts, storylines, and positions that are intertwined and mutually determinative (Harré & Moghaddam, 2003; Kayı‐Aydar, 2018). In line with Kayı‐Aydar (2018), we see storylines as different ways of talking about a topic. Storylines may draw on different discourses, and positioning and discourses are thus closely intertwined.…”

Section: Introductionmentioning

confidence: 99%

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Home‐care nurses’ distinctive work: A discourse analysis of what takes precedence in changing healthcare services

et al. 2020

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Ongoing changes in many Western countries have resulted in more healthcare services being transferred to municipalities and taking place in patients’ homes. This greatly impacts nurses’ work in home care, making their work increasingly diverse and demanding. In this study, we explore home‐care nursing through a critical discourse analysis of focus group interviews with home‐care nurses. Drawing on insights from positioning theory, we discuss the content and delineation of their work and the interweaving of contextual changes. Nurses hold a crucial position in home healthcare, particularly in ensuring care for sicker patients with complex needs. Assessing health needs, performing advanced care, and at the same time, providing customized solutions in various homes were identified as distinctive for home‐care nurses’ work. Changes have made nurses’ work become driven by comprehensive tasks and acute medical needs that require much of their competence and time. Urgent care seems to take precedence in nurses’ work, leaving less time and attention for other tasks such as conversations and support for coping with everyday life. This underlines the need to investigate and discuss the content and scope of nurses’ work to help shape the further development of home‐care nursing.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Home‐care nurses’ distinctive work: A discourse analysis of what takes precedence in changing healthcare services

et al. 2020

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“…All positions, including emotional ones, "involve changes in power, access, or blocking of access, to certain aspects of claimed or preferred identity" (Herbel-Eisenmann et al, 2015, p. 188). Positioning theory has also been widely used to study power issues in education (Kayi-Aydar & Miller, 2018) and a wide range of other contexts, such as public relations (James, 2015) and applied linguistics (Kayi-Aydar, 2018). We therefore expect positioning theory to be a useful lens for analyzing power related to emotional positions and emotional moral orders.…”

Section: Clarifying and Delimiting The Analytical Focusmentioning

confidence: 99%

Using Positioning Theory to Study the Role of Emotions in Engineering Problem Solving: Methodological Issues and Recommendations for Future Research

Lönngren

Adawi

Berge

2021

Studies in Engineering Education

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Background: Engineering is often portrayed as a purely rational discipline, where emotions are considered irrelevant to problem solving. Also, in-depth research on emotions in engineering education is scarce, and most of the existing studies take their theoretical departure in individual and cognitivist perspectives. There is thus a need for emotion research from social interactionist perspectives-such as positioning theory. Purpose: This methodological paper aims to (1) develop an analytical framework for studying emotions through positioning theory and multimodal analysis, (2) illustrate its use in engineering education research, and (3) discuss methodological issues and offer recommendations for this type of research in engineering education. Method: To develop the analytical framework, we engaged with philosophical and empirical literature on positioning theory and emotions, as well as empirical data from a pilot study on engineering students' emotional positioning in individual, video-recorded interviews about a wicked sustainability problem. We illustrate the application of the framework and multimodal analysis using three extracts from that data. In line with positioning theory, the analysis focuses on how emotional moral orders are activated and negotiated. Three units of analysis are used: emotion acts, emotional storylines, and emotional positions. Results:The analysis shows how a dominant storyline of engineering as purely rational can be reconstructed, but also how a competing storyline of emotions as important for engineering can be constructed, sometimes simultaneously. These findings disrupt simplified narratives about engineers as unemotional and show that there are multiple ways of engaging with emotions in engineering problem solving. Conclusions: We conclude that positioning theory holds much potential for exploring a wide range of social interactional phenomena in engineering education. More research is needed to explore additional types, levels, and orders of emotional positioning to further nuance our understanding of the role of emotions in engineering education.

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“…Language education sits at the nexus of various challenges for language teachers in their careers such as sustaining agency (Kayi-Aydar, 2019), engaging in reflective practice (Farrell, 2016) and developing reflexivity (Edge, 2011). Naturally, language teachers need continuous professional development (PD) to cope with these ever-changing requirements; however, there is still little evidence to claim that they have the voice over their education or PD practices in terms of form and content across various contexts (e.g.…”

Section: Introductionmentioning

confidence: 99%

Reflexive professional development in reflective practice: what lesson study can offer

Uştuk

Çomoğlu

2021

IJLLS

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PurposeIn response to the top-down professional development (PD) practice, this study conceptualizes lesson study (LS) as a bottom-up approach to foreign language teacher PD in the Turkish context. Relatedly, the authors seek to empower teachers so that they can engage in reflexive PD and claim voice over their practices.Design/methodology/approachAn LS project including four teachers was implemented at a higher education language centre and conducted as a critical ethnographic study. Using ethnographic research qualitative data collection methods such as field notes, interviews and artefacts, the data were analysed with a thematic analytic approach.FindingsDrawing on cultural-historical activity theory (CHAT), findings revealed that LS was a meta-activity that allowed teachers to be agents of the PD practices. More significantly, LS empowers teachers to have a situated impact on their development activities in addition to the meta-activity's impact on them.Originality/valueThis study is one of the few that goes beyond the reflective value of LS and gives contextual evidence of how reflexive PD can occur in LS. The reflexive relationship between the agent (participant–teachers) and the process (LS practice) provides a strong implication revealing the transformative impact of bottom-up PD activit(ies).

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Positioning Theory in Applied Linguistics

Cited by 69 publications

References 0 publications

Home‐care nurses’ distinctive work: A discourse analysis of what takes precedence in changing healthcare services

Home‐care nurses’ distinctive work: A discourse analysis of what takes precedence in changing healthcare services

Using Positioning Theory to Study the Role of Emotions in Engineering Problem Solving: Methodological Issues and Recommendations for Future Research

Reflexive professional development in reflective practice: what lesson study can offer

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