Uninvited Guests: The Influence of Teachers’ Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom

By Bogum Yoon. 2008

345 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9ec1d42f88236a12dbaeaf43a77ceefffd1a06c8

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Citations in the corpus

Positioning proficiency: How students and teachers (de)construct language proficiency at school (2010, background): “…is a major determiner of their participation in class and ultimately their academic success (Dooly, 2007; Gebhard, 1999; Haneda, 2008; Harklau, 2000; Kanno & Applebaum, 1995; Valdés, 2001; Yoon, 2008), yet few studies have closely examined how that proficiency is constructed in school settings.”
I do not feel I am properly trained to help them! Rural teachers’ perceptions of challenges and needs with English-language learners (2016, background): “While the number of language-minority children in the USA has increased exponentially, a shortage of well-prepared linguistic-minority teachers has been observed throughout the nation (Yoon 2008).”
Caring and emotional labour: Language teachers’ engagement with anxious learners in private language school classrooms (2019, methodology): “…the exploration of interaction, it has been adopted in interview and narrative research which primarily focuses on how interviewees, the language teachers in this case, discursively construct versions of self and others in their narrative reflections (see Kayi-Aydar, 2015; Trent, 2012; Yoon, 2008).”
Teachers' Beliefs About English Language Learners in the Mainstream Classroom: A Review of the Literature (2011, background): “These perspectives included critical and poststructuralist perspectives (Gitlin et al., 2003; Harklau, 2000), as well as positioning theory (Yoon, 2008).”
Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity (2009, background): “Generalist teachers have also been found to perceive of ELLs as more taxing or burdensome than those students who speak English (Cooney & Akintude, 1999; Yoon, 2008).”
How Prepared are the U. S. Preservice Teachers to Teach English Language Learners (2010, background): “The isolated ELLs in the classrooms of teachers who do not feel competent or responsible for teaching ELL students become “invisible” or even “powerless” (Yoon, 2008).”
The making of an exemplary online educator (2011, methodology): “Instead of limiting the student to a prescribed realm of knowledge or experience, the instructor, through challenging students, creates an environment where possibilities are expanded and potential is realized (Yoon, 2008).”
Leveled and Exclusionary Tracking (2016, background): “Course-placement policy or administrator/teacher beliefs may confound English proficiency with academic ability, placing lower English proficient students into lower track classes or excluding them from academic content (Bruna, Vann, & Escudero, 2007; Garcı́a, 1992; Yoon, 2008).”