How students with dyslexia are positioned by their language teachers and what roles teachers assume when working with this group of students have rarely been investigated. In this study, using positioning theory as a theoretical framework and collecting data by means of an in-depth semi-structured interview and lesson observations, which were subsequently coded, we enquired about the positioning of 10 in-service Croatian primary and secondary school teachers. We wanted to know how teacher participants positioned students with dyslexia and how they positioned themselves towards this group of students. The analysis revealed that participants expressed positive attitudes, whereas their positioning was diverse. Participants positioned themselves as caring teachers and teachers of all learners. By recognising various learner needs, they created an inclusive learning environment by adapting teaching approaches and providing accommodations. However, this caring resulted in emotion labour, with both emotional costs and rewards. These results imply that teaching students with dyslexia may be challenging, and we hope that discussing teacher positioning in this context can help educators better understand teacher agency when working with students with SpLDs.

中文翻译：

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教师定位与阅读障碍学生：克罗地亚外语教师的心声

阅读障碍学生如何被他们的语言教师定位，以及教师在与这群学生一起工作时所扮演的角色，很少被调查。本研究以定位理论为理论框架，通过深度半结构化访谈和课堂观察收集数据，随后进行编码，询问10名克罗地亚在职中小学教师的定位。 . 我们想知道教师参与者如何定位患有阅读障碍的学生，以及他们如何将自己定位于这组学生。分析显示，参与者表达了积极的态度，而他们的定位却多种多样。参与者将自己定位为有爱心的老师和所有学习者的老师。通过识别不同的学习者需求，他们通过调整教学方法和提供住宿，创造了一个包容性的学习环境。然而，这种关怀导致了情感劳动，既有情感成本也有回报。这些结果表明，教有阅读障碍的学生可能具有挑战性，我们希望在这种情况下讨论教师定位可以帮助教育工作者在与有 SpLD 的学生一起工作时更好地理解教师能动性。