Practicing Collaborative Relations of Power: English Language Learners’ Perspectives

Abstract

Using narrative inquiry, small story approach and collaborative relations of power as a conceptual framework, this study explores English language learning students’ perspectives on what makes learning difficult for them and what diminishes their motivation from learning. The findings from the study show a significant gap from a larger study which investigated the teachers’ perspectives on English language learning students’ academic challenges. The paper highlights the importance of educators to attend to English language learning students’ input on their learning in school success. The conceptual framework is intended to be dialogical which aims to work against most often invisible but inequitable educational and social structures in place.

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