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Teacher positioning of their practice for linguistically and culturally diverse learners
(Taylor and Francis Group, 2025-06-05) Ashton K; Qi GY
This article draws on open-response survey data (n = 86) to qualitatively explore New Zealand language teachers’ positioning of their pedagogical practice for linguistically and culturally diverse learners. Positioning can create inequities in learning opportunities, making this an important research concern, particularly as New Zealand teachers are expected to ‘support the needs and abilities of all learners’ (Education Council 2017, 10). Drawing on positioning theory as our analytical framework, we found that teachers generally perceive language classrooms to be ‘safe’ spaces. However, alongside this, they find it challenging to teach students with different levels of target language proficiency, highlighting this as an urgent professional development need. In particular, the presence of background learners, broadly defined as learners with a linguistic and/or cultural background in the language they are learning, is positioned as a significant pedagogical challenge. We argue that this positioning stems from an education system and learning provision which, despite positive rhetoric, erodes diversity. Our study will be of relevance to others navigating these challenges in different contexts.