Positioning Multilingual Learners

Anderson, Kate T. 2009. “Applying Positioning Theory to the Analysis of Classroom Interactions: Mediating Micro-Identities, Macro-Kinds, and Ideologies of Knowing.” Linguistics and Education 20, no. 4 (December): 291–310.

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Anderson, Kate T. 2009. “Applying Positioning Theory to the Analysis of Classroom Interactions: Mediating Micro-Identities, Macro-Kinds, and Ideologies of Knowing.” Linguistics and Education 20, no. 4 (December): 291–310.10.1016/j.linged.2009.08.001)| false
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Battey, Dan. 2013. “‘Good’ Mathematics Teaching for Students of Color and Those in Poverty: The Importance of Relational Interactions within Instruction.” Educational Studies in Mathematics 82, no. 1 (May): 125–44.

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Battey, Dan. 2013. “‘Good’ Mathematics Teaching for Students of Color and Those in Poverty: The Importance of Relational Interactions within Instruction.” Educational Studies in Mathematics 82, no. 1 (May): 125–44.10.1007/s10649-012-9412-z)| false
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de Araujo, Zandra, Erin Smith, and Matthew Sakow. 2016. “Reflecting on the Dialogue Regarding the Mathematics Education of English Learners.” Journal of Urban Mathematics Education 9, no. 2 (December): 33–48.

de Araujo, Zandra, Erin Smith, and Matthew Sakow. 2016. “Reflecting on the Dialogue Regarding the Mathematics Education of English Learners.” Journal of Urban Mathematics Education 9, no. 2 (December): 33–48.)| false
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Engle, Randi A., and Faith R. Conant. 2002. “Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom.” Cognition and Instruction 20, no. 4 (June): 399–483.

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Engle, Randi A., and Faith R. Conant. 2002. “Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom.” Cognition and Instruction 20, no. 4 (June): 399–483.10.1207/S1532690XCI2004_1)| false
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Harper, Candace, and Ester de Jong. 2004. “Misconceptions about Teaching English-Language Learners.” Journal of Adolescent and Adult Literacy 48, no. 2 (October): 152–62.

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Harper, Candace, and Ester de Jong. 2004. “Misconceptions about Teaching English-Language Learners.” Journal of Adolescent and Adult Literacy 48, no. 2 (October): 152–62.10.1598/JAAL.48.2.6)| false
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Harré, Rom, and Luk van Langenhove. 1999. “The Dynamics of Social Episodes." In Positioning Theory: Moral Contexts of Intentional Action, edited by Rom Harré and Luk van Langenhove, pp. 1–13. Malden, MA: Blackwell.

Harré, Rom, and Luk van Langenhove. 1999. “The Dynamics of Social Episodes." In Positioning Theory: Moral Contexts of Intentional Action, edited by Rom Harré and Luk van Langenhove, pp. 1–13. Malden, MA: Blackwell.)| false
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Hiebert, James, Anne K. Morris, Dawn Berk, and Amanda Jansen. 2007. “Preparing Teachers to Learn from Teaching.” Journal of Teacher Education 58, no. 1 (January): 47–61.

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Hiebert, James, Anne K. Morris, Dawn Berk, and Amanda Jansen. 2007. “Preparing Teachers to Learn from Teaching.” Journal of Teacher Education 58, no. 1 (January): 47–61.10.1177/0022487106295726)| false
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Hussar, Bill, Jijun Zhang, Sarah Hein, Ke Wang, Ashley Roberts, Jiashan Cui, Mary Smith, Farrah Bullock Mann, Amy Barmer, and Rita Dilig. 2020. “The Condition of Education 2020." NCES report 2020-144. US Department of Education. Washington, DC: National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144.

Hussar, Bill, Jijun Zhang, Sarah Hein, Ke Wang, Ashley Roberts, Jiashan Cui, Mary Smith, Farrah Bullock Mann, Amy Barmer, and Rita Dilig. 2020. “The Condition of Education 2020." NCES report 2020-144. US Department of Education. Washington, DC: National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144. )| false
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Lightbrown, Patsy, and Nina Spada. 2013. How Languages Are Learned. 4th ed. Oxford: Oxford University Press.

Lightbrown, Patsy, and Nina Spada. 2013. How Languages Are Learned. 4th ed. Oxford: Oxford University Press.)| false
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Mart, Amy, Linda Dusenbury, and Roger P. Weissberg. 2011. “Social, Emotional, and Academic Learning: Complementary Goals for School-Family Partnerships.” In Handbook on Family and Community Engagement, edited by Sam Redding, Marilyn Murphy, and Pam Sheley, pp. 37–44. Lincoln, IL: Academic Development Institute.

Mart, Amy, Linda Dusenbury, and Roger P. Weissberg. 2011. “Social, Emotional, and Academic Learning: Complementary Goals for School-Family Partnerships.” In Handbook on Family and Community Engagement, edited by Sam Redding, Marilyn Murphy, and Pam Sheley, pp. 37–44. Lincoln, IL: Academic Development Institute.)| false
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National Council of Teachers of Mathematics (NCTM). 2014. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.

National Council of Teachers of Mathematics (NCTM). 2014. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.)| false
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National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO). 2010. Common Core State Standards for Mathematics. Washington, DC: NGA Center and CCSSO. http://www.corestandards.org.

National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO). 2010. Common Core State Standards for Mathematics. Washington, DC: NGA Center and CCSSO. http://www.corestandards.org.)| false
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Reeves, Jenelle. 2009. “Teacher Investment in Learner Identity.” Teaching and Teacher Education 25, no. 1 (January): 34–41.

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Reeves, Jenelle. 2009. “Teacher Investment in Learner Identity.” Teaching and Teacher Education 25, no. 1 (January): 34–41.10.1016/j.tate.2008.06.003)| false
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Smith, Erin. 2018. “Facilitating Emergent Bilinguals’ Participation in Mathematics: An Examination of a Teacher’s Positioning Acts.” PhD diss., University of Missouri.

Smith, Erin. 2018. “Facilitating Emergent Bilinguals’ Participation in Mathematics: An Examination of a Teacher’s Positioning Acts.” PhD diss., University of Missouri.)| false
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Suldo, Shannon M., Matthew J. Gormley, George J. DuPaul, and Dawn Anderson-Butcher. 2014. “The Impact of School Mental Health on Student and School-Level Academic Outcomes: Current Status of the Research and Future Directions.” School Mental Health 6, no. 2 (December): 84–98.

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Suldo, Shannon M., Matthew J. Gormley, George J. DuPaul, and Dawn Anderson-Butcher. 2014. “The Impact of School Mental Health on Student and School-Level Academic Outcomes: Current Status of the Research and Future Directions.” School Mental Health 6, no. 2 (December): 84–98.10.1007/s12310-013-9116-2)| false
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Turner, Erin, Higinio Dominguez, Luz Maldonado, and Susan Empson. 2013. “English Learners’ Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities.” Journal for Research in Mathematics Education 44, no. 1 (January): 199–234.

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Turner, Erin, Higinio Dominguez, Luz Maldonado, and Susan Empson. 2013. “English Learners’ Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities.” Journal for Research in Mathematics Education 44, no. 1 (January): 199–234.10.5951/jresematheduc.44.1.0199)| false
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van Langenhove, Luk. 2011. “Conversation as the Primary Social Reality." In People and Societies: Rom Harré and Designing the Social Sciences, edited by Luk van Langenhove, pp. 65–68. New York: Routledge.

van Langenhove, Luk. 2011. “Conversation as the Primary Social Reality." In People and Societies: Rom Harré and Designing the Social Sciences, edited by Luk van Langenhove, pp. 65–68. New York: Routledge.)| false
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World Class Instructional Design and Assessment (WIDA). 2014. 2012 Amplification of the English Language Development Standards, Kindergarten–Grade 12. Madison, WI: WIDA.

World Class Instructional Design and Assessment (WIDA). 2014. 2012 Amplification of the English Language Development Standards, Kindergarten–Grade 12. Madison, WI: WIDA.)| false
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Yamakawa, Yukari, Ellice Ann Forman, and Ellen Ansell. 2009. “Role of Positioning: The Role of Positioning in Constructing an Identity in a Third Grade Mathematics Classroom." In Investigating Classroom Interaction: Methodologies in Action, edited by Kristiina Kumpulainen, Cindy E. Hmelo-Silver, and Margarida Cesar, pp. 179–201. Rotterdam: Sense.

Yamakawa, Yukari, Ellice Ann Forman, and Ellen Ansell. 2009. “Role of Positioning: The Role of Positioning in Constructing an Identity in a Third Grade Mathematics Classroom." In Investigating Classroom Interaction: Methodologies in Action, edited by Kristiina Kumpulainen, Cindy E. Hmelo-Silver, and Margarida Cesar, pp. 179–201. Rotterdam: Sense.)| false
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Yoon, Bogum. 2008. “Uninvited Guests: The Influence of Teachers’ Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom.” American Educational Research Journal 45, no. 2 (June): 495–522.

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Yoon, Bogum. 2008. “Uninvited Guests: The Influence of Teachers’ Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom.” American Educational Research Journal 45, no. 2 (June): 495–522.10.3102/0002831208316200)| false
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