Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers

How students with dyslexia are positioned by their language teachers and what roles teachers assume when working with this group of students have rarely been investigated. In this study, using positioning theory as a theoretical framework and collecting data by means of an in-depth semi-structured i...

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Autores principales:	Agnieszka Kałdonek-Crnjaković, Zrinka Fišer
Formato:	article
Lenguaje:	EN
Publicado:	National Research University Higher School of Economics 2021
Materias:	dyslexia language teachers teacher agency teaching-as-caring emotion labour positioning theory Education L Philology. Linguistics P1-1091
Acceso en línea:	https://doi.org/10.17323/jle.2021.11561 https://doaj.org/article/00591db8d08644b5a3f59834fb6fb747
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spelling	oai:doaj.org-article:00591db8d08644b5a3f59834fb6fb7472021-11-21T15:37:23ZTeacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachershttps://doi.org/10.17323/jle.2021.115612411-7390https://doaj.org/article/00591db8d08644b5a3f59834fb6fb7472021-09-01T00:00:00Zhttps://jle.hse.ru/article/view/11561/13161https://doaj.org/toc/2411-7390How students with dyslexia are positioned by their language teachers and what roles teachers assume when working with this group of students have rarely been investigated. In this study, using positioning theory as a theoretical framework and collecting data by means of an in-depth semi-structured interview and lesson observations, which were subsequently coded, we enquired about the positioning of 10 in-service Croatian primary and secondary school teachers. We wanted to know how teacher participants positioned students with dyslexia and how they positioned themselves towards this group of students. The analysis revealed that participants expressed positive attitudes, whereas their positioning was diverse. Participants positioned themselves as caring teachers and teachers of all learners. By recognising various learner needs, they created an inclusive learning environment by adapting teaching approaches and providing accommodations. However, this caring resulted in emotion labour, with both emotional costs and rewards. These results imply that teaching students with dyslexia may be challenging, and we hope that discussing teacher positioning in this context can help educators better understand teacher agency when working with students with SpLDs.Agnieszka Kałdonek-CrnjakovićZrinka FišerNational Research University Higher School of Economicsarticledyslexialanguage teachersteacher agencyteaching-as-caringemotion labourpositioning theoryEducationLPhilology. LinguisticsP1-1091ENJournal of Language and Education, Vol 7, Iss 3, Pp 76-88 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	dyslexia language teachers teacher agency teaching-as-caring emotion labour positioning theory Education L Philology. Linguistics P1-1091
spellingShingle	dyslexia language teachers teacher agency teaching-as-caring emotion labour positioning theory Education L Philology. Linguistics P1-1091 Agnieszka Kałdonek-Crnjaković Zrinka Fišer Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers
description	How students with dyslexia are positioned by their language teachers and what roles teachers assume when working with this group of students have rarely been investigated. In this study, using positioning theory as a theoretical framework and collecting data by means of an in-depth semi-structured interview and lesson observations, which were subsequently coded, we enquired about the positioning of 10 in-service Croatian primary and secondary school teachers. We wanted to know how teacher participants positioned students with dyslexia and how they positioned themselves towards this group of students. The analysis revealed that participants expressed positive attitudes, whereas their positioning was diverse. Participants positioned themselves as caring teachers and teachers of all learners. By recognising various learner needs, they created an inclusive learning environment by adapting teaching approaches and providing accommodations. However, this caring resulted in emotion labour, with both emotional costs and rewards. These results imply that teaching students with dyslexia may be challenging, and we hope that discussing teacher positioning in this context can help educators better understand teacher agency when working with students with SpLDs.
format	article
author	Agnieszka Kałdonek-Crnjaković Zrinka Fišer
author_facet	Agnieszka Kałdonek-Crnjaković Zrinka Fišer
author_sort	Agnieszka Kałdonek-Crnjaković
title	Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers
title_short	Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers
title_full	Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers
title_fullStr	Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers
title_full_unstemmed	Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers
title_sort	teacher positioning and students with dyslexia: voices of croatian efl teachers
publisher	National Research University Higher School of Economics
publishDate	2021
url	https://doi.org/10.17323/jle.2021.11561 https://doaj.org/article/00591db8d08644b5a3f59834fb6fb747
work_keys_str_mv	AT agnieszkakałdonekcrnjakovic teacherpositioningandstudentswithdyslexiavoicesofcroatianeflteachers AT zrinkafiser teacherpositioningandstudentswithdyslexiavoicesofcroatianeflteachers
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Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers

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