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"No, Rolanda, Completely Wrong!" Positioning, Classroom Participation and ESL Learning
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Kayi-Aydar, Hayriye – Classroom Discourse, 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…
Descriptors: Interaction, Adult Learning, English (Second Language), Oral Language