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Creators/Authors contains: "I, Ji Yeong"

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  1. ; ; (, AERA Online Paper Repository)
    This study investigated how a middle school mathematics teacher positions herself and her students in the context of teaching Emergent Bilinguals. The teacher's discourses during the planning meetings and teaching sessions were analyzed through the lens of positioning theory. The strongest patterns in the teacher’s positioning were assessor and supporter, respectively. In the planning sessions, the teacher positioned herself as one who assesses EBs’ readiness in mathematics and English and revealed her views that her EBs were not currently ready to do many mathematical and linguistic tasks suggested by the researcher. However, her positioning EBs as capable problem-solvers was clear and consistent throughout all co-planning and co-teaching sessions. 
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