Dueling Narratives: A Struggling Reader's Positioning in Differing English Course Contexts

• In Event: Influence of Texts and Contexts on English Language Learners and Struggling Readers

Abstract

This study used positioning theory as a lens to explore how a struggling reader perceived her power positioning in four different course contexts: traditional high school English, high school remedial reading, high school Young Adult Literature, and college English. Interview data suggests the participant experienced two distinct narratives. Her discourse about the events in her traditional English and remedial readings courses reflects a disempowered power positioning, and her discourse about the events in her high school Young Adult Literature and college English courses reflects an empowered power positioning. Findings indicate that fostering a high power positioning for struggling readers is a promising approach for supporting reading practices and positive reading identities.

Author

• Ricki Ginsberg, University of Connecticut