Examining participatory opportunities in group interactions in an ESL classroom: a positioning perspective

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Fei Wang, Bingbing Ai
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引用次数: 0

Abstract

ABSTRACT Using positioning theory as a framework, this study examined two adult learners’ participatory opportunities in small group interactions when they were learning English as a second language in an American university. The study finds that control over access to participatory opportunities mainly lies in how learners manage to position themselves and others in group interactions. Respectful and supportive positioning builds up participatory opportunities, whereas exclusive and dominating positioning leads to deprivations. The study discloses that group members’ positioning of self and others was largely influenced by the specific context of the interaction dynamics, such as partners’ attitudes and responses, characteristics of the task and teacher’s intervention, as well as personal attributes. It further suggests that to make group learning more effective, every member needs to construct an agentive position, not only for themselves but also for others, especially for those who might be more vulnerable to being positioned as peripheral in group interactions. In particular, students who are privileged to position themselves as powerful could learn to choose to empower others, i.e. to build up rather than take away opportunities for peripheral students. Findings will contribute to ESL classroom interaction management.
从定位的角度考察ESL课堂小组互动中的参与机会
摘要本研究以定位理论为框架,考察了两名成年学习者在美国大学学习英语作为第二语言时,在小组互动中的参与机会。研究发现,对参与机会的控制主要在于学习者如何在群体互动中定位自己和他人。尊重和支持的定位会增加参与的机会,而排他性和支配性的定位会导致剥夺。研究表明,群体成员对自我和他人的定位在很大程度上受到互动动态的特定背景的影响,如伙伴的态度和反应、任务和教师干预的特征以及个人属性。它进一步表明,为了使小组学习更加有效,每个成员都需要构建一个代理地位,不仅是对自己,也是对他人,尤其是对那些在小组互动中可能更容易被定位为边缘的人。特别是,那些有幸将自己定位为强大的学生可以学会选择赋予他人权力,即为边缘学生建立而不是剥夺机会。研究结果将有助于ESL课堂互动管理。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Pedagogies
Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
自引率
0.00%
发文量
25
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