Using Literature Circles with English Language Learners at the Middle Level

Farris, Pamela J.; Nelson, Pamela A.; L'Allier, Susan K.

doi:10.1080/00940771.2007.11461591

Cited by 10 publications

(9 citation statements)

References 1 publication

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“…Drawing on sociocultural theories of language and literacy, we built this study on the notion that adults, specifically teachers, play a vital role in the scaffolding and support of students’ language development (Mercer, ; Vygotsky, ). Additionally, research on literature discussion groups with EBs, referred to here as book clubs, helped us understand multiple perspectives on these varying discussion structures as opportunities that facilitate opportunities to engage in effective literacy practices for EBs (Farris, Nelson, & L'Allier, ). Finally, we also drew on positioning theory as a lens to examine how teachers’ discourse patterns may unintentionally constrain opportunities for students to interact and participate in book clubs (Davies & Harré, ; Harré & van Langenhove, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Research around book clubs for EBs has generally promoted these opportunities as positive and worthwhile endeavors, especially in situations where EBs are expected to perform in their second or additional language (Brock, ; Farris et al., ; Goatley, Brock, & Raphael, ; Samway & Whang, ). Professional development textbooks tailored to help teachers understand how to work with EBs in mainstream classrooms, whereby students are instructed in English, encourage the use of book clubs as a way to promote literacy development and build comprehension (Peregoy & Boyle, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Farris and colleagues () argued that book clubs often provide “opportunities for ELL [English language learner] students to practice and refine their language and literacy skills as they analyze, reflect upon, and negotiate the views and ideas of their peers and those presented by the authors they are reading” (p. 39). This was also the case for Goatley et al.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…However, researchers have also noted that these strategies need to be clearly explained and require explicit modeling of the discussion group context for students to feel comfortable in participating (de Jong & Harper, ; Farris et al., ; Peregoy & Boyle, ). De Jong and Harper provided additional guidance in differentiating between “just good teaching” strategies and good strategies for learners developing English as an additional language.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs

Lewis

Zisselsberger

2018

Reading Research Quarterly

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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.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs

Lewis

Zisselsberger

2018

Reading Research Quarterly

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“…For one discussion approach, Book Club, four studies showed impressive results, with L2 students demonstrating comprehension gains (Brock, McVee, Shojgreen-Downer, & Duenas, 1998;Goatley, Brock, & Raphael, 1995;Kong & Fitch, 2002;Raphael & Brock, 1993). For another discussion approach, Literature Circles, several empirical studies have also shown that the use of small-group discussion can enhance English ELLs' reading comprehension (Carrison & Ernst-Slavit, 2005;Farris, Nelson, & L'Allier, 2007;Kim, 2004;Martinez-Roldan & Lopez-Robertson, 1999;Peralta-Nash & Dutch, 2000). In the case of Instructional Conversations, available evidence supports similar outcomes with ELLs (Echevarria & McDonough, 1995;Olezza, 1999;Perez, 1996;Saunders & Goldenberg, 1999;Saunders, Patthey-Chavez, & Goldenberg, 1997;Todhunter, 2007).…”

Section: Introductionmentioning

confidence: 99%

Using Group Discussion with Taiwan’s EFL College Students: A Comparison of Comprehension Instruction for Book Club, Literature Circles, and Instructional Conversations

Shen

2013

ELT

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The research presented here involved a one-semester study; during this period of time, reading comprehension instruction representing three major discussion-centered approaches (Book Club, BC; Literature Circles, LC; Instructional Conversations, IC) was designed and implemented. The effectiveness of the three experimental approaches and one control approach (basal comprehension) were compared. BC and LC are peer-led, small-group discussions, while IC is teacher-led group discussions. The design of the instruction for the control approach was based on the basal reading program used in the participating classroom. Student participants (N = 160) were all EFL college students attending a public university on the eastern coast of Taiwan. Assessments of reading comprehension, including three standardized tests and two essays, were developed to compare students' performance in relation to higher level comprehension. No significant differences were found on one measure of lesson-text understanding, factual comprehension. However, for interpretive comprehension and theme-related essays, the BC, LC, and IC students outperformed the basal control students; occasionally, the BC students scored slightly higher than the LC and IC students did. For the beyond-lesson-text comprehension assessment, there was a modest superior result in favor of the experimental students.

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Translanguaging with Digital, Collaborative Writing: Early Multilingual Composers

Pennington,

Howell,

Kaminski

et al. 2024

The Reading Teacher

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Multilingual learners live in a digital world where they can access and create knowledge in multiple modes through digital tools. Yet, teachers are often not supported in harnessing these resources to capitalize on students' linguistic and cultural repertoires. The authors reflect on data from teachers indicating a need to support teachers as they engage students in digital composition with asset orientations, such as translanguaging. Translanguaging with digital, collaborative writing is presented as a strategy based on author insights from classroom teaching. This article addresses the demand for multilingual learner (ML) translingual compositions through digital, collaborative writing.

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Using Literature Circles with English Language Learners at the Middle Level

Cited by 10 publications

References 1 publication

Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs

Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs

Using Group Discussion with Taiwan’s EFL College Students: A Comparison of Comprehension Instruction for Book Club, Literature Circles, and Instructional Conversations

Translanguaging with Digital, Collaborative Writing: Early Multilingual Composers

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