Literature circles undoubtedly foster literacy, but successful participation in literature circles requires students’ social and emotional competence. The author presents findings from a study of a fifth‐grade student who demonstrated socioemotional growth while participating in literature circles. Specifically, growth in intrapersonal and interpersonal skills such as self‐management, social awareness, social metacognition, and empathy were evident. These findings suggest that literature circles foster not only literacy but also socioemotional learning.

Although a subskills approach to reading instruction is merited in improving the reading skills of struggling readers, struggling readers also benefit from balanced literacy instruction. Overemphasis on reading subskills arguably minimizes students' enjoyment of and motivation to read and may inevitably result in the formation of reluctant or struggling readers. In turn, the self-efficacies of reluctant or struggling readers may be diminished. Framed by social cognitive theory, the author designed an embedded multiple case study to explore the potential influence of literature circles, a balanced literacy instructional strategy, on the reader self-efficacies of reluctant and struggling readers in Grades 4-6. In terms of reader self-efficacy, reluctant and struggling readers appeared to benefit more from participating in literature circles than their classmates (i.e. students with initially higher reader self-efficacies). This study is significant in providing support for a more balanced approach to reading instruction, particularly for reluctant and struggling readers. Strengthening the reader self-efficacies of reluctant and struggling readers through literature circles 2

No abstract

No abstract

Purpose The purpose of this paper is to discuss issues of contemporary language conflict in educational contexts. Design/methodology/approach This is a conceptual paper which examines current educational practices and policies through the lens of linguistic hegemony. Findings The authors identify three primary areas in which linguistic hegemony persists at present, including English-only policies, varied perspectives on language difference and harsh graduation mandates. Originality/value The authors extend upon Antonio Gramsci’s notion of hegemonic culture as well as Robert Phillipson’s concept of linguistic imperialism in identifying current instances of linguistic hegemony in educational policies and practices throughout the USA.