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ERIC Number: EJ1088457
Record Type: Journal
Publication Date: 2013
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1946-3014
"No, Rolanda, Completely Wrong!" Positioning, Classroom Participation and ESL Learning
Kayi-Aydar, Hayriye
Classroom Discourse, v4 n2 p130-150 2013
The current study, drawing on Positioning Theory, presents an analysis of various storylines of classroom interaction to illustrate how an adult ESL learner positioned himself and others in an academic oral skills class. Through a recursive micro-analysis of classroom talk, the findings demonstrate how this outspoken student shaped classroom discourse and impacted opportunities for learning for himself and others. Implications for effective classroom interaction and participation are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A