Using Literature Circles with English Language Learners at the Middle Level

Autor/inn/en	Farris, Pamela J.; Nelson, Pamela A.; L'Allier, Susan
Titel	Using Literature Circles with English Language Learners at the Middle Level
Quelle	In: Middle School Journal (J3), 38 (2007) 4, S.38-42 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Second Language Learning; Peer Groups; Picture Books; Literacy; English (Second Language); Literature Appreciation; Social Studies; Reading Instruction; Discussion Groups; Peer Relationship; Classroom Environment; Social Environment; Role Models; Teacher Role; Middle School Students + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Gleichaltrigengruppe; Peer Group; Picture book; Bilderbuch; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Literarische Wertung; Gemeinschaftskunde; Leseunterricht; Peer-Beziehungen; Klassenklima; Unterrichtsklima; Soziales Umfeld; Identifikationsfigur; Lehrerrolle; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This article discusses literature circles and how to use them effectively with English Language Learners (ELLs) at the middle level. The focus of literature circles is to combine literacy skills and strategies in a supportive social atmosphere of a non-threatening peer group. All students need teacher modeling if literature circles are to work effectively. The most efficient means of modeling literature circles is for the teacher to find a one- or two-page article, give each student a copy of the selection, and then read aloud a portion of the piece while demonstrating the literature circle role to be accomplished. A quality picture book offers an exceptional opportunity to present all roles in a relatively short period of time to ensure that the students understand not only their respective roles but the need to communicate with other members of their group. The very nature of literature circles provides opportunities for ELL 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. At the conclusion of the literature circle, having the students engage in an extension project helps students to continue their discussions about the book and gain more meaning. Teachers who elect to incorporate literature circles as part of their literacy and social studies instruction of ELLs find that the time to structure the assignment, model the roles, and have the students engage in the actual literature circles is beneficial in literacy growth and acquisition of social studies knowledge by their students. Careful selection of literature as well as formation of the groups are critical aspects for successful implementation of literature circles with ELLs. (Contains 2 figures.) (ERIC).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10