Positioning all Students and Teachers as Intercultural Citizens— A Two-way Adaptation Approach to ELL Identity Negotiation





Abstract: This article addresses the power imbalance between English language learners (ELL) and native English speakers (NES) in culturally and linguistically diverse K-12 classrooms. Current ELL positioning models explored in empirical research studies are positioned in this article in correlation with the stages in Bennett’s theory of the Developmental Model of Intercultural Sensitivity. The result indicates that we need an integrative model that equalizes the power relations between ELLs and NES to guide all learners and teachers towards cultural integration. Drawing on positioning theory and the concept of intercultural citizenship, this article proposes an integrative approach of positioning all students and teachers as intercultural citizens as a discursive identity negotiation means to engender an equitable two-way cultural adaption that not only challenges the raciolinguistic ideologies but also builds intercultural citizenship among all learners. A step-by-step school-level practical guide is suggested to implement this integrative approach.

Author Biography

Yingling Lou, University of Calgary

Author and Affiliation
Yingling Lou
PhD Candidate, Werklund School of Education
University of Calgary
Email: yingling.lou1@ucalgary.ca
ORCID: https://orcid.org/0000-0001-9118-5300