Positioning theory, which was primarily developed by Davies and Harré (1990), analyzes how interlocutors position themselves in relation to rights, duties, and obligations distributed to them. Despite its importance and potential application to applied linguistics, there is little empirical research utilizing positioning theory in the realm of applied linguistics. In this book, Kayi-Aydar (2019) demonstrates a critical overview of positioning theory, along with its potential usage as a theoretical framework in applied linguistics and L2 research.

Chapter 1 concentrates on the introduction of positioning theory and related concepts (e.g., story triangles, position, and story lines) in addition to research that contributes to the development of the theory. The author illustrates the distribution of rights, duties, and obligations in conversations, which occurs through the process of positioning. The chapter also presents different types of positioning, such as interactive positioning and reflexive positioning. Moreover, the chapter scrutinizes the relationship between position and identities because the construction or reconstruction of one’s identities is affected by positions assigned by others or to oneself (Korobov & Bamberg, 2004). Given that every discourse involves power, the chapter explores the notion of power and its relation to positioning as well.

In chapter 2, the author presents several definitions of discourse and delves into similarities and differences between positioning theory and other analytic approaches to discourse because the theory is multidisciplinary and influenced by other analytic methods of discourse analysis. The author discusses conversation analysis, which analyzes identities that the participants momentarily construct through ongoing interactions (Wilkinson & Kitzinger, 2003). The author states that conversation analysis can be utilized to identify positions distributed to learners and instructors in a classroom by investigating the interactional organization, including “the structure and forms of acceptances and or refusals, recasts, conversational repair, alignment, turn-taking, and so on” (Kayi-Aydar, 2019, p. 31). The chapter then focuses on critical discourse analysis considering that power plays a crucial role in both critical discourse analysis and positioning theory. The author introduces ethnography of communication as it can contribute to the analysis of identities in relation to one’s positions

Chapter 3 illustrates how positioning theory can be used to analyze various concepts in the field of applied linguistics. Given the impact of socially-oriented approaches (e.g., critical sociolinguistics, feminist post-structuralism, and pedagogy) on applied linguistics, researchers have begun to investigate notions associated with second language acquisition, including self, discourse, and identity. The author explains that positioning theory enables researchers to further explore those notions, which have become more complex in response to globalization and technologization. The author also states that positioning theory is relevant to the process of second/foreign language learning and teaching. Learners’ positions assigned by their teacher, for instance, affect their classroom participation, which in turn influences their language proficiency. The chapter lastly explains that positioning theory can contribute to the analysis of diverse concepts in applied linguistics (e.g., classroom discourse, proficiency, identity work, and power) that need to be taken into account in bi/multilingual contexts.

In chapter 4, the author places attention on how positioning theory can be applied in language teacher education (LTE) research. The chapter begins with how sociocultural approaches in applied linguistics have affected and redefined concepts within LTE research. The author illustrates the process of teacher positioning, which is related to the learning-to-teach process, and how it is beneficial to understand positioning in order to develop teachers’ performance and identities. How teachers assign positions to their students and themselves influences the students’ participatory behaviors in the classroom environment; hence, the author also addresses the importance of positioning theory in LTE research in order to investigate the complex nature of teacher positioning. The chapter discusses the relationship between teachers’ identities and positioning because the way they position themselves in the classroom environment influences their professional identities. The chapter also explains how positioning is strongly linked to language teachers’ agency.

Perceiving classroom participation as a “socially constructed act” (Kayi-Aydar, 2019, p. 118), in chapter 5, the author explains how positioning theory can be helpful for analyzing classroom participation, especially when students’ educational and cultural backgrounds differ. The chapter first presents the importance of investigating classroom discourse. The author then focuses on how researchers can design classroom-based research utilizing positioning analysis as the theoretical lens. The author addresses several issues that they need to consider when developing the research. The chapter also illustrates useful tools for data collection and how to determine which data (e.g., story lines) should be the focus. The chapter also explains two major approaches to positioning analysis in classroom discourse: The first focuses on a specific story line to investigate micro-identities that are constructed momentarily; the other aims to analyze the accumulation of positions constructed or distributed to interlocutors across different discourses. The author concludes the chapter with sample case studies that employ the two approaches to show how positioning in classroom discourse can be analyzed.

In chapter 6, the author presents the application of positioning theory to narrative inquiry. The author begins the chapter by illustrating narratology and narrative inquiry and by explaining different ways to elicit narrative texts, such as collaborative biographies, letters, and learner diaries. The author also describes how applied linguists can benefit from narrative inquiry. The chapter then touches upon the relationship among positioning, narrative, and identity. The author explains that, through narrative analysis, researchers can develop their understanding of how individuals construct story lines in relation to their social environment. Narrative texts also provide researchers a view of how learners position themselves regarding their environment and other individuals. Acknowledging the difficulty of identifying positioning moves in narrative texts, the author concludes the chapter with two studies the author conducted that demonstrate approaches of positioning analysis in narratives.

In chapter 7, the author explains how trustworthiness and soundness can help researchers ensure that their findings and interpretations are accurate. The chapter illustrates that it is crucial to provide several possible interpretations and reasons why a particular interpretation has been selected. The author also explains that linguistic features observed across participants’ story lines can show how the interpretations made are based on the text. The chapter also mentions that the description of context and the researcher’s stance are of importance in order to make trustworthy or accurate claims and interpretations. The author also outlines common criticisms of positioning theory. For instance, the author touches upon the ambiguity of the concepts used in the theory and the need to clarify the concepts. The chapter also discusses the lack of empirical studies focusing on the interaction of micro- and macro-level story lines and first- and third-order positioning. The author concludes the chapter by presenting several implications for classroom practice and language teacher education.

In this informative book, Kayi-Aydar (2019) provides the possible application of positioning theory as a theoretical lens to the field of applied linguistics. The author illustrates how the theory is relevant to teacher education and language classroom contexts as positioning theory can be used to identify “the nature of interactions and participation” (p. 43). The author discusses current issues and debates about positioning theory from the point of view of trustworthiness and soundness. The author utilizes tables and figures effectively, allowing readers to digest relevant research findings easily. However, the contexts of the studies presented in the book are mostly limited to ESL or bi/multilingual contexts. The inclusion of research employing positioning analysis in EFL contexts and other foreign language contexts would possibly offer different issues and interesting findings related to the theory since the author argues that positioning theory is related to the general process of foreign language learning and teaching.

References

Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43–63.

Korobov, N., & Bamberg, M. (2004). Positioning a ‘mature’ self in interactive practices: How adolescent males negotiate ‘physical attraction’ in group talk. British Journal of Development Psychology, 22, 471–492.

Kayi-Aydar, H. (2019). Positioning theory in applied linguistics: Research design and applications. Palgrave Macmillan.

Wilkinson, S., & Kitzinger, C. (2003). Constructing identities: A feminist conversation analytic approach to positioning in action. In R. Harré & F. Moghaddam (Eds.), The self and others: Positioning individuals and groups in personal, political, and cultural contexts. (pp. 157-180). Praeger.