How Positioning Affects English Learners' Social Interactions Around Reading

Dados Bibliográficos

ID4255554
AutoresMaria Selena Protacio (0000-0003-3504-3644, autor correspondente)
Ano2019
Volume58
Fascículo3
Páginas217-225
Data de publicação2019-07-03
Open AccessNão
TipoARTICLE
PeriódicoTheory Into Practice (JOURNAL)
Identificadores do periódicoISSN: 0040-5841 • E-ISSN: 1527-2532
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2019.1598718
OpenAlexW2953037507
IdiomaEN
Citações recebidas5
Referências citadas11

Social interactions are an essential element of students’ reading engagement. Social interactions around reading are an essential component to English learners’ (ELs) reading engagement specifically as they provide opportunities to share cultural, linguistic, and intellectual resources. This article examines the effect of positioning on ELs’ social interactions around reading. With a storyline of middle school ELs, the article discusses how self-positioning and other-positioning influence the quality and types of social interactions around reading in which ELs participate. The article concludes with instructional implications for how educators can ensure that ELs have access to positive social reading interactions as a way to facilitate students’ reading engagement

Linguistics · Mathematics education · Pedagogy · Quality (philosophy · Reading (process · Reading motivation · Sociology · Education and Technology Integration · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Psychology

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