Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs

Abstract

The authors illustrate ways that diverse linguistic repertoires were constrained within a set of classroom book club discussions among sixth-grade students and their teachers in a public school setting. The study took place in a U.S. Mountain West middle school with a majority population of Latinx students, many of whom were emerging bilinguals (EBs). In these book clubs, 21 students and two teachers read one of four mystery novels. The groups comprised both native and nonnative English-speaking students and were grouped according to reading ability/level. Using discourse analysis strategies, the researchers analyzed the participants' talk across the book club discussions. The authors found that although a primary purpose of a literature discussion group is to provide more equitable participatory opportunities for EBs, in this case, the linguistic and discursive practices of the teachers and the native English speakers did not fully honor EBs' contributions. These practices led to EBs' ultimate withdrawal from discussions. Therefore, the implications suggest a cautionary tale for educators working with EBs to critically analyze and identify ways in which generic methods for English as a second language and "good" teaching practices may position EBs as incapable. Moreover, the authors suggest that teachers should develop more critical linguistically and culturally responsive practices that acknowledge the linguistic repertoires of EBs and (re)position EBs as communicatively competent.

Rethinking the Role of Knowledge in the Literacy Classroom

“…Orellana (2015) argued against the homogenization of learning that is prevalent in schools, which undervalues nondominant students’ linguistic and cultural knowledge by forming borders and expectations about what students should be able to know and do. For example, Lewis and Zisselsberger (2019) illuminated how teachers reduced the rigor of questioning techniques in book discussions for English learners, as compared with their English‐speaking peers, based on perceived notions of students’ linguistic abilities.…”

Teachers' and Black students' views on the incorporation of African American children's literature in an after‐school book club: collaborative and culturally based learning

“…Cartledge et al (2016) revealed that first‐ and second‐grade students preferred texts that mirror their background due to personal connections with those texts. Even though the incorporation of diverse texts has become common in educational circles (Heineke et al, 2022) and there have been increasing studies incorporating book clubs with culturally diverse students along with the outcomes of its incorporation (Glass, 2019; Hill, 2012; Lewis & Zisselsberger, 2019; Petrich, 2015), less is known about African American students' perspectives on these book clubs, particularly perspectives on how it may impact student learning. Yet, student voices have value in classrooms and in the curriculum (Cook‐Sather, 2006).…”

“…The importance of book clubs for children's cognitive and social development has been established in the literature (Hill, 2012; Lewis & Zisselsberger, 2019; McMahon & Raphael, 1997). A school book club can be defined as a student‐centred activity that engages the social nature of the learning process and centres children's voices (Heller, 2006).…”

“…The voluntary structure of book clubs produces greater student participation, motivation and appreciation of reading (Israel & Duffy, 2017). The social interactions that happen during book clubs may benefit reading motivation and achievement (Hill, 2012; Kong & Fitch, 2002; Lewis & Zisselsberger, 2019).…”

Reimagining Discourse in the Classroom

“…Much research has evaluated discourse during literature circles or book clubs, where students come together to discuss their readings and interpretations of texts in small groups (e.g. Lewis & Zisselsberger, 2019; Mills & Jennings, 2011). Such rich conversations have been associated with improved reading comprehension, as well as improved communication and language skills (Lawrence & Snow, 2011; Murphy et al, 2009; Rosaen et al, 2016).…”