Taking a literature circles approach to teach Academic English

Abstract

Literature circles (LC), an activity framework for classroom discussion, has been adapted for EFL classes to help students engage more deeply with reading texts. In this approach, students read texts outside of class, and discuss the texts in class, using a specified discussion framework. Originally developed for L1 classes as a tool for teaching literature, LC has been adapted for EFL classes, not only to help develop reading skills, but also to help students develop their discussion skills. However, to date, many adaptations of LC have relied on graded fiction as source material, which is not always appropriate for tertiary education. Feeling pressure to match course content with the labour market needs of our contemporary global society, English departments are increasingly being asked to include more academic content in their classes. This requires that non-fiction be used as source material. This preliminary study examines student perceptions of an LC class using non-fiction as source material. The subjects of this short, qualitative, pilot study were engineering students at a university in Japan. Procedures of the class and the issues that emerged are discussed.Keywords SLA, EAP, EFL, literature circles, reading, discussion IntroductionAn ability to understand and use English in academic domains has become an essential skills for those wishing to pursue careers in international fields such as science and technology. In all of these fields, a lack of proficiency in academic English can reduce one's access to information needed for career development and advancement. As Nunan (2003, p. 590) points out "English is currently the undisputed language of science and technology", and the large majority of academic papers in the fields of science and technology are published in English. In many fields English is the prime medium through which information is disseminated, and this has transformed the educational landscape of countless students around the world.In its latest white paper released in 2012, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) stated that "it is essential to train human resources that can play an active role in the international community" as "major changes in the international community and the environment surrounding Japan, including the deepening complexity or interdependence between countries" require that participants in the international community have proficient communication skills. According to the current English Education Reform Plan Corresponding to Globalization, issued by MEXT, the government is instituting reform plans aimed at promoting the establishment of an education environment that nurtures "the ability to understand abstract content for a wide range of topics, and the ability to fluently communicate with English speaking persons". In order to see these goals met, MEXT is encouraging that classes be done in English, and in addition include many higher-level linguistic tasks, such as presentation, debate, summation and negotiation...

The Value of Reading Circles in EMI Class: Engagement, Usefulness, and Outcomes

“…First, instructors at a co-educational secondary school in Hong Kong, reflecting on the use of RC in English reading lessons, claimed that they resulted in meaningful outcomes: (a) teacher-student interactions, (b) livelier lessons, (c) peers helping peers learn, (d) well-elaborated ideas by pupils, (e) critical readers, and (f) students’ willingness to speak in English (Chui, 2013). Graham-Marr and Pellowe (2016) examined Japanese university EMI engineering students’ perceptions of using RC with non-fiction materials. Students in the study said that among the four RC roles, the role of summarizer was the most difficult (90% of study participants), claiming that while they understood the content, it was difficult to summarize the text in their own words.…”