“I don’t feel as embarrassed because we’re all learning”: Discursive positioning among adolescents becoming multilingual

This study examined interaction among language-minority and language-majority youth participating in one secondary school program that aimed to promote reciprocal learning and teaching of multilingual literacy practices. Analyzing transcripts from over 2000 min of audio and video recordings, we identified discursive positioning patterns that afford and constrain opportunities for language learning. Positioning students as learners who shared common struggles with their peers opened space for meaningful talk about language and collaborative thinking about linguistic problems. Language-minority students showed greater participation when positioned as multilingual experts. Findings have implications for educators who seek equity in peer-led discussions aimed to develop language and literacy.