Examining Participatory Opportunities in Group Interactions in an ESL Classroom: A Positioning Perspective

Autor/inn/en	Wang, Fei; Ai, Bin
Titel	Examining Participatory Opportunities in Group Interactions in an ESL Classroom: A Positioning Perspective
Quelle	In: Pedagogies: An International Journal, 18 (2023) 3, S.413-430 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ai, Bin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2022.2061979
Schlagwörter	English (Second Language); Second Language Learning; Adult Students; College Students; Student Participation; Social Theories; Group Dynamics; Peer Relationship; Teacher Student Relationship; Cooperative Learning; Power Structure; Interaction; Student Experience; Self Concept; Classroom Communication + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Collegestudent; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gesellschaftstheorie; Gruppendynamik; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Kooperatives Lernen; Interaktion; Studienerfahrung; Selbstkonzept; Klassengespräch
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01