Abstract
This intervention study aims to investigate the transformation of assumed positionalities in struggling high school students. The study focuses on understanding how these students are positioned within the classroom context and explores strategies to reshape their positionalities. Four L2 students characterized with having academic challenges participated in the study. The intervention consisted of five sessions per week conducted over 1.5 months, including both in-person and virtual components. The sessions aimed to empower students to take ownership of their learning, develop a growth mindset, and create a supportive environment that validates their experiences and enhances their motivation, resilience, and academic performance. Applying Social-Emotional Learning (SEL) practices, this study examines how fostering emotional and social competencies can aid in transforming students’ classroom positionalities and promote a more inclusive educational environment. Data collection involved guided narratives and reflective prompts to elicit students’ perceptions and experiences. The analyses revealed transformative changes in students’ positionalities, including increased confidence, active engagement, and enhanced academic performance. The findings highlight the importance of addressing assumed positionalities in supporting struggling L2 students and provide insights into effective intervention strategies. The study contributes to the literature on student identity development and offers practical implications for educators, emphasizing the need to create inclusive learning environments that foster positive positionalities and empower students to overcome academic challenges in their L2 learning.