Abstract This case study contrasts sixth-grade student Antonio’s perspective of himself as a “good student” with perceptions some of Antonio’s teachers held related to his classification as a student with a Specific Learning Disability and an English Learner as enacted in classroom literacy practices. With Antonio’s voice at the center, multimodal narratives woven from interviews and observations focus on the moments of tension where Antonio was not recognized as the type of student he saw himself to be. Through analysis of these scenes, I question the usefulness of both his “good student” identity and school designations of disability and English proficiency for Antonio and students who may be labeled in similar ways by schools.

中文翻译：

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“他们真正想要的一类学生”：来自和关于一名有特定学习障碍的六年级学生的叙述

摘要 本案例研究将六年级学生安东尼奥认为自己是“好学生”的观点与安东尼奥的一些老师对他在课堂读写实践中被归类为具有特定学习障碍的学生和英语学习者的分类的看法进行了对比。以安东尼奥的声音为中心，由采访和观察编织而成的多模态叙事集中在紧张的时刻，安东尼奥不被认为是他认为自己的学生类型。通过对这些场景的分析，我质疑他的“好学生”身份以及学校对残疾和英语熟练程度的指定对安东尼奥和可能被学校以类似方式贴上标签的学生是否有用。