Positioning proficiency
How students and teachers (de)construct language proficiency at school
Bibliographic Data
| ID | 5767136 |
|---|---|
| Authors | Melinda Martin‐beltrán (0000-0002-4735-7563, University of Maryland, College Park, corresponding author) |
| Year | 2010 |
| Volume | 21 |
| Issue | 4 |
| Pages | 257-281 |
| Publication date | 2010-11-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Linguistics and Education (JOURNAL) |
| Journal identifiers | ISSN: 0898-5898 • E-ISSN: 1873-1864 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.linged.2010.09.002 |
| OpenAlex | W2168712858 |
| Language | EN |
| Citations received | 38 |
| References cited | 61 |
Language proficiency · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
But mom! I’m not a Spanish Boy
Translanguaging and positioning in two-way dual language classrooms
Multilingual Practices and Identity Negotiation among Multilingual Heritage Language Learners in New Zealand
Pedagogy of Possibility
Multilingual tasks as a springboard for transversal practice
Expanding participation
Hierarchies of home language proficiency in the linguistically diverse primary school classroom
On the necessity (and insufficiency) of ethnographic perspectives
‘Llegando a secundaria les ha dado amnesia…ya no quieren hablar’
Mothers and Children Doing Mathematics Together
“ Pero yo también estoy aprendiendo ”
“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities
Becoming “Spanish Learners”
Cultivating a critical translanguaging space in dual language bilingual education
“Maybe not 100%”
Examining Peer Language Use and Investment in a Distinct North American Immersion Context
The impact of linguistic background on the nature of classroom dyadic interactions
“It is a constant struggle of trying to ‘stick to my roots’”
Learning a language abroad and the implications for social participation and positioning
Satellite baby students’ lived experiences, Tesol teacher candidates’ positioning, agency, and pedagogy
Points of Transition
Becoming bilingual in two-way immersion
Invisible experiences, muted voices, and the language socialization of Québec, migrant-background students
Toward an Integrated Practice
Reimagining Bilingual Education
No les está mixteando”
Japanese L2 English Learners’ Positions in Miscommunication
Functions of language use and raciolinguistic ideologies in students’ interactions
Two Latina bilingual teacher candidates’ perceptions of language proficiency and language choice options
French second-language teacher candidates’ positions towards Allophone students and implications for inclusion
Researching the complex nature of identity and learning
I Know There's Something Like That in Spanish”
From learner to ambassador
Selected poster presentations from the American Association of Applied Linguistics conference, Denver, USA, March 2020
Social Positioning, Participation, and Second Language Learning
Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs
Supporting Multilingual Learners
Looking closely and listening carefully
Ethnography and language in educational settings
Legitimate Peripheral Participation
Structures of Social Action
Identity and Language Learning
Second Language Acquisition
Introduction to Qualitative Research Methods
Methods of Text and Discourse Analysis
Student Spanish Use and Investment in a Dual Immersion Classroom
The Rise of Identity in SLA Research, Post Firth and Wagner (1997)
Linguistic and Conversational Adjustments to Non-Native Speakers
Applying positioning theory to the analysis of classroom interactions
The acquisition of a child by a learning disability
Studies in ethnomethodology
Pidginization and creolization of languages
Language and communication.
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
Towards Respecification of Communicative Competence
Contexts for Learning
Learning in Two Languages
Perception of Learner Proficiency
Writing Ethnographic Fieldnotes
Ethnography
Mutual Contributions of Individuals, Partners, and Institutions
Middle‐Class English Speakers in a Two‐Way Immersion Bilingual Classroom
Measures of Language Proficiency from the Learner's Perspective
Racializing Esol Teacher Identities in U. S. K—12 Public Schools
Dual-Language Planning at Oyster Bilingual School
From the "Good Kids" to the "Worst
Becoming a Student
Debates in SLA Studies
Toward a Social Psychological Model of Strategy Use
Uninvited Guests
The Idealised Native Speaker, Reified Ethnicities, and Classroom Realities
Reflecting on the Cognitive-Social Debate in Second Language Acquisition
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
Second/Foreign Language Learning as a Social Accomplishment
Positioning
On Two Metaphors for Learning and the Dangers of Choosing Just One
Social Identity, Investment, and Language Learning
On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research
The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language
Assessment of L2 Proficiency in Second Language Acquisition Research
Bilingualism for All
Developmental pragmatics
Growing up bilingual
Who's got the floor
Central Problems in Social Theory
Situated Learning
Rethinking Context
Personality, Attitudes, and Affect as Predictors of Second Language Communication
| Unique citing works | 38 |
|---|---|
| Citations per year | 2,71 |
| Citation span | 2012 - 2025 (14) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 38 |