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• W2279897096 abstract "This study investigated three urban middle-school teachers' practices with respect to motivating and engaging emergent bilinguals in reading-intervention classrooms by exploring the teachers' identity positioning. The three teachers' sociocultural and sociopolitical positioning of their students (e.g., students as individuals, as monolithic learners, or as problems) was found to be related to their practices for motivating and engaging the students (e.g., hybrid, calibrated, or imposed practices). The teachers' historical and current resources partially shaped how they positioned their students. The findings support that teachers should not only learn motivational practices but also reflect critically on positioning processes in the classroom." @default.
• W2279897096 created "2016-06-24" @default.
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• W2279897096 date "2016-04-01" @default.
• W2279897096 modified "2023-09-25" @default.
• W2279897096 title "Three reading-intervention teachers' identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school" @default.
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• W2279897096 doi "https://doi.org/10.1016/j.tate.2016.01.003" @default.
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