Abstract Using theories of positioning, emotion, and power as a lens, this study explores the lived experiences of a reader labeled as struggling who was enrolled in four different course contexts: traditional high school English, high school remedial reading, high school Young Adult Literature, and college English. Interview data suggests the participant experienced two distinct narratives. Her discourse about the events in her traditional English and remedial reading courses reflects a disempowered positioning, and her discourse about the events in her high school Young Adult Literature and college English courses reflects an empowered positioning. Findings indicate that fostering a strong sense of power and positive emotions and positioning is a promising approach for supporting reader confidence and positive reading identities for readers labeled as struggling.

中文翻译：

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标签为挣扎的读者的决斗叙事：四种不同英语课程背景下的定位，情感和力量

摘要本研究以定位，情感和力量理论为视角，探讨了在四个不同课程背景下被招募为奋斗者的生活经历：传统的高中英语，高中的补习性阅读，高中的青年成人文学和大学英语。访谈数据表明，参与者经历了两种截然不同的叙述。她在传统英语和辅导阅读课程中关于事件的论述反映了一种无权的定位，而在她的高中青年成人文学和大学英语课程中关于事件的论述反映了一种有力的定位。