I draw on ethnographic data from a German school to explore discursive practices of educators that rationalize the illiteracy of 10-year-old, multilingual Ada. I juxtapose various moments of school life that “thickened” Ada's learner identities and find that special needs labeling often rested on pragmatic considerations of resource management and that cultural stereotyping reinforced a medical diagnosis. I also show that social learning was a way to counteract and reshape Ada's identity as a reader.

中文翻译：

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Ada、Ada、Ada 和 Ada：通过社会实践转变学习者身份

我利用一所德国学校的民族志数据来探索教育工作者的话语实践，这些话语实践使 10 岁的多语言 Ada 的文盲合理化。我将学校生活中“加深”Ada 学习者身份的各种时刻并列在一起，发现特殊需求标签通常基于资源管理的实用考虑，而文化刻板印象强化了医学诊断。我还表明，社会学习是抵消和重塑艾达作为读者身份的一种方式。