Positioning a Volunteer Chinese Teacher in an American Heritage School: A Narrative Inquiry Approach

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 1
  In Roundtable Session: Examining Positioning and Identity: Making Meaningful Change from the Margins

Abstract

This qualitative study explores the evolving role, positioning and personal growth of a volunteer Chinese teacher at a U.S. heritage language school over one year. Using Positioning Theory and narrative inquiry, the research examines how the teacher positioned herself in interactions with students, parents, colleagues, and administrators. The findings highlight her adaptive positioning across four stages, illustrating the discursive construction of her role within both micro-interactions and macro-sociocultural contexts. The study offers insights into the experiences of a volunteer Chinese language teacher, a position at the margins of heritage language education and the broader teaching profession.

Authors

• Ying Hu, Capital Normal University

• Qianqian Ma, University at Buffalo - SUNY