Abstract
ABSTRACT The role of educators in mitigating the negative experiences faced by marginalised students has garnered increasing attention. This study highlights the key attributes of teachers who create a supportive environment for these learners, particularly in English Language Arts classrooms. Through an integration of Positioning Theory, Critical Discourse Analysis, and the Critical Incident Technique, the research underscores how educators can exemplify acceptance and inclusivity through purposeful discourse practices. Preliminary findings from four different upper-secondary English classrooms in the South-central United States suggest that these supportive behaviours and spoken interactions have significant implications for the well-being and academic success of marginalised students.
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