Literacy development involves not only the cultivation of new practices but also of new identities. Drawing on theories of stance and positioning, this study examines the identity negotiations of one first-grade student with his teacher across a semester. Through close analysis of the stance bids and negotiations within a series of writing conferences, it demonstrates how the pair negotiated between four stances (feedback, instruction, management and collaboration) in disrupting the student’s initial institutional positioning as a struggling writer. These findings illustrate how teachers might use stance as a pedagogical tool, highlighting three patterns of negotiation between the pair that supported the development of the student’s literate identities while showing how new discursive patterns and positions emerged as the pair interacted across a semester. This analysis suggests the necessity of negotiation as a pedagogical orientation in (re)positioning students, as well as the need to look across multip...

中文翻译：

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作为教学工具的话语立场：在写作会议中协商识字身份

扫盲发展不仅涉及新实践的培养，还涉及新身份的培养。本研究借鉴立场和定位理论，考察了一个一年级学生与他的老师在一个学期内的身份协商。通过对一系列写作会议中立场投标和谈判的仔细分析，它展示了这对夫妇如何在四种立场（反馈、指导、管理和协作）之间进行谈判，以破坏学生作为挣扎作家的最初机构定位。这些发现说明了教师如何使用立场作为教学工具，强调了两人之间的三种协商模式，这些模式支持学生识字身份的发展，同时展示了新的话语模式和立场是如何随着两人在一个学期的互动而出现的。该分析表明，谈判作为（重新）定位学生的教学方向的必要性，以及跨领域审视的必要性……