The Importance Of Positioning Theory
Despite there being a growing body of literature on different aspects of adult literacy for English language learners, the emphasis has primarily been on the linguistic rather than the social and cultural needs of low-literate adults (McKay & Wong, 1996). Additionally, there has been limited research into the influence of classroom teachers’ approaches on the participatory practices of language learners (Yoon, 2005).
A relatively new direction in language teaching research, positioning theory provides a theoretical perspective for work on learners’ participatory behaviours and identity formation in the classroom. Positioning theory adds a new and valuable dimension to the field of identity research in language education, marking a move towards ‘dynamic theories and methods and away from static and essentialist approaches’ (Yamakawa et al., 2005: 20).
There are two modes of positioning which are relevant. One is intentional self-positioning, ‘reflexive positioning’, where individuals deliberately position themselves according to their world views (Davies & Harré, 1990: 48). Individuals’ self-positioning guides the way in which they act and think about their roles, responsibilities and activities in a given context. In the same way, teachers’ self-described beliefs help to explain how they position themselves in the classroom. For example, while some teachers may see themselves as linguistic facilitators based on their beliefs about their learners’ needs, others may view
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