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Cited by 54Linguistics and Education ResearchTeacher Education and Leadership StudiesLiteracy, Media, and Education

The DOI matches its Crossref record; 35 of the 36 references it cites were found in a registry or an index.

Positioning Students as Readers and Writers through Talk in a High School English Classroom

Open access
Vetter, Amy·2010·English Education
DOI 10.58680/ee201011787
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Abstract

This 5-month qualitative study investigates how one high school English teacher situated students as readers and writers within daily, spontaneous classroom interactions. Specifically, the author draws on positioning theory (van Langenhove & Harré, 1999) as a lens to analyze how the teacher navigated improvised responses during three separate literacy events to position students as engaged readers, capable writers, and members of a writing community. This approach construes that literacy learning is an identity process in which language is a powerful medium. Results from the study suggest that teachers must be sophisticated navigators of improvised interactions to facilitate the process of literacy learning. Vetter offers suggestions to teacher educators about how to implement critical analysis of classroom interactions and improvised responses to improve literacy instruction.

Overview

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Citations

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Metadata

Authors
Vetter, A.
Corresponding author
Vetter, Amy
ORCID
Vetter, Amy
Venue
English Education
Publisher
National Council of Teachers of English
Published
2010-10-01
Volume
43
Issue
1
Pages
33-64
ISSN
  • 0007-8204 (ISSN-L)
  • 1943-2216
DOI
10.58680/ee201011787
OpenAlex
W93649497
Cited by
53
References
36
Citations by year
2025: 4 · 2024: 3 · 2023: 1 · 2022: 6 · 2021: 5 · 2020: 6 · 2019: 5 · 2018: 9 · 2017: 3 · 2016: 1 · 2015: 3 · 2014: 2 · 2013: 3 · 2012: 2
FWCI
32.81
Type
journal article
Language
en
Open access
Locations
  • English Education (publishedVersion)
  • NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
Topics
  • Social Sciences › Education › Linguistics and Education Research
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Literacy, Media, and Education
Keywords
positioning theory, classroom discourse, literacy learning, reader identity, authorial identity, writing communities, high school English teaching, literacy education, teacher as facilitator, language and identity

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CoChat. (2026). Citation check: Positioning Students as Readers and Writers through Talk in a High School English Classroom. https://app.cochat.ai/papers/10.58680/ee201011787
The paper
Vetter, A. (2010). Positioning Students as Readers and Writers through Talk in a High School English Classroom. English Education. https://doi.org/10.58680/ee201011787

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.