This study examined 10 urban middle school teachers’ practices to motivate their emergent bilingual students (or English-language learners) and the ways in which their practices were associated with their positioning of their students in reading intervention classrooms. Our findings showed that teacher positioning that afforded or constrained their own and their students’ various thoughts and behaviors was associated with the teachers’ various practices to support emergent bilingual students’ autonomy. The teachers’ positioning of themselves and their students as cultural beings, by rejecting dominant narratives, was associated with their support of autonomy on cognitive and managerial levels and was frequently combined with autonomy support on cultural levels. By considering critical race theory and achievement motivation theory, our findings suggest the need to pay critical attention to teachers’ positioning in sociocultural and political contexts to better support their practices to motivate and engage emergent bilingual students.

中文翻译：

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文化和认知自主

本研究调查了 10 位城市中学教师激励新兴双语学生（或英语学习者）的做法，以及他们的做法与学生在阅读干预课堂中的定位相关联的方式。我们的研究结果表明，提供或约束他们自己和学生的各种思想和行为的教师定位与教师支持新兴双语学生自主的各种实践有关。教师将自己和学生定位为文化存在者，拒绝主导叙事，这与他们支持认知和管理层面的自主权有关，并且经常与文化层面的自主权支持相结合。通过考虑批判种族理论和成就动机理论，