Positioning and Motivation: A Discourse Analysis of Classroom Interactions Between Teacher and Students With Disabilities

• In Event: AERA Poster Session 2
  In Poster Session: Positioning and Roadblocks in Special Education

Abstract

Discourse analysis was designed to bring attention to interactional moves made by students with learning disabilities (LD) and/or emotional/behavioral disorders (EBD), and their teacher, that impacted students’ positioning and motivation for classroom participation. It built on prior research on positioning (Davies & Harré, 1990) through interactive talk to understand how the teacher and his students positioned themselves and others, and how positioning interacted with the classroom dynamics that were displayed through (non)participation in and across communities of practice. Findings reveal that the teacher’s reflexive positioning as caring, considerate, skillful, and patient and the interactive positioning of his students as community members who deserved patience and attention promoted interactive talks and stimulated students’ motivation for engagement in classroom activities.

Authors

• Min Wang, Wenzhou-Kean University

• Rebecca Louick, Eastern Michigan University