Literature Circles in E LT Scott J Shelton-Strong Introduction The aim of this paper is to provide an introduction to the overall structure and processes inherent in Literature Circles (LCs) and put forward the premise that they offer a pedagogically sound platform for language acquisition to develop in the E LT classroom LCs are defined as small peer-led discussion groups, involved in reading the same piece of literature, and who come together on a regular programmed basis to share interpretations of what they have read This is primarily achieved through the assignment of various roles, or focused tasks, which each student is given to carry out while they read and which provide a clearly defined reason for reading Their contribution to the post-reading discussions stems largely from these prepared roles (Daniels 2002: 2) From its beginnings in city schools throughout Chicago, USA, in the early 1990s, the idea has been taken up, adapted, and implemented by tens of thousands of teachers (ibid.), and as its popularity has expanded, so have the learning contexts in which LCs are successfully employed While they are a well-documented success in mainstream L1 teaching, there are now reports of LCs being used successfully in teaching English as a foreign and second language, with much of the activity stemming from interest in Asian university E F L classes (Chiang 2007; Mark 2007) That they have been implemented and researched in university settings should come as no surprise Not only they serve as a powerful vehicle to engage learners in extensive reading, but they are also, by their very nature, a learner-led activity, encouraging a great deal of learner autonomy, an area 214 E LT Journal Volume 66/2 April 2012; doi:10.1093/elt/ccr049 ª The Author 2011 Published by Oxford University Press; all rights reserved Advance Access publication July 18, 2011 Downloaded from http://eltj.oxfordjournals.org/ at Periodicals Dept., Hallward Library, University of Nottingham on October 19, 2012 While the intrinsic value of reading extensively for L2 learners has rarely been questioned, practicalities of implementation and the existence of gains beyond lexical enrichment have generated discussion This article outlines and explores the benefits which Literature Circles (LCs) offer to English language learning and attempts to identify direct links to SLA through learner engagement Practical suggestions for setting up these learner-led reading and discussion groups in E LT classrooms are given, and both learner and teacher roles are discussed The premise that LCs offer a pedagogically sound addition to E LT classrooms is explored through an outline of the framework on which they are based and an evaluation of the collaborative processes they involve Qualitative evidence, from both learner perspectives and teacher observation, is given to support this premise, as are references to current theories of how languages are learnt and to the way in which these relate to learner involvement of the kind fostered by LCs of considerable importance in ELT today (Cohen 2010: 172) However, the apparent lack of interest or usage in the wider E LT community of private language teaching institutions is puzzling Implementing LCs in an ELT setting The key elements of a successful LC are as follows (Daniels op.cit.: 18): 10 11 Students choose their own reading materials Small temporary groups are formed based on book choice Different groups read different books Groups meet on a regular, predictable schedule to discuss their reading Students use written or drawn notes to guide both their reading and discussion Discussion topics come from students Discussion meetings aim to be open, natural conversations about books, so personal connections, digressions, and open-ended questions are welcome The teacher serves as a facilitator, not a group member or instructor Evaluation is by teacher observation and student self-evaluation A spirit of playfulness and fun pervades the room When books are finished, readers share with their classmates and then new groups form around new reading choices Implementing LCs in the L2 classroom may necessitate a few minor but important alterations to the L1 version which Daniels (op.cit.) first promoted These changes primarily concern Points 1–3 and 11, listed above, and largely deal with issues surrounding the choice of reading material and the forming of groups In an influential paper on the use of LCs in the EF L classroom, Furr (2004: 5) makes the case for handing back the decision of choosing the text to the teacher He argues that: For E F L students, the core of successful LCs is the fact they allow students to participate in ‘real-life,’ meaningful discussions about the texts/stories that they’ve read; thus, it is important for the teacher to choose materials which promote reading fluency for use in LCs However, while the teacher may indeed be qualified to choose the level of reading material to allow for fluent reading and subsequent discussion, reader motivation may increase if learners are allowed to exercise autonomy in selecting the title or genre This would require an appropriately sized library, however, and a degree of teacher guidance may still be warranted A further change suggested is that reading and discussion groups are formed based on the teacher’s discretion rather than on the learners’ choice of books Additionally, and in contrast to the model Daniels outlines, within the ELT context, different groups are usually reading the same text As a result, instead of sharing and exchanging books as set out in Point 11 above, Furr (ibid.: 3) suggests that ‘readers prepare a group project and/or the Instructor may provide additional information to ‘‘fill in some of the gaps’’ in student understanding’ It is suggested that, at least initially, guidance when forming groups and allocating roles aids in achieving a balance of personalities and learning LCs in E LT 215 Downloaded from http://eltj.oxfordjournals.org/ at Periodicals Dept., Hallward Library, University of Nottingham on October 19, 2012 styles, thus leading to a more dynamic exchange within the post-reading discussions (Furr op.cit.: 2) The remainder of Daniels’ points, however, are considered essential for the full potential of LCs to be reached and exploited Roles for reading and discussion The roles vary and can be rotated for each new reading cycle In this way, learners exercise a different focus each time they read and prepare for discussion, thus raising awareness of reading for different reasons The central roles are as follows (Furr op.cit.; Daniels op.cit.): n Discussion leader: maintains the interaction of the discussion through questions and invitations to participate; n Summarizer: responsible for giving or eliciting an oral summary of the reading; n Word master: responsible for choosing new, important, or interesting words and multiword expressions to share, define, and contextualize; n Passage person: chooses key passages, explaining reasons for choice, and offers and elicits comment; n Connector: makes connections between real-life people and events with the story content and prepares questions to invite similar comments; n Cultural collector: looks for cultural similarities and differences between story and own culture and brings them to light, inviting comments through questions to circle members; n Artistic adventurer: draws or creates something to represent an element of the story, sharing and communicating the rationale to the group These individual roles provide learners with a clear reason for reading, while simultaneously breaking down the overall reading strategies of a fluent L1 reader into individual parts These parts, when regrouped in the postreading discussion, unite the group of L2 readers into one, which through a combined effort of negotiated meaning, sharing of views, and regular reference to the text, resembles more closely the interpretations and insight available to a fluent L1 reader, who had read the same text (Furr op.cit.; Chiang 2005) The groups, as a necessity for fluent exchange of ideas and information, should be kept small I have found that a number of five to six learners per group work well and that three or four should be the minimum An alternative to role sheets As discussed, the roles are cited as a major component of LCs However, it is also suggested that over-dependence on the role sheets may lead to discussions becoming mechanical and repetitive, thus disturbing the motivational factor and perhaps lessen the degree to which real interaction takes place (Daniels op.cit.: 57) A suggested alternative is that learners be introduced to literature response logs, where they make their own notes; jotting down words, phrases, 216 Scott J Shelton-Strong Downloaded from http://eltj.oxfordjournals.org/ at Periodicals Dept., Hallward Library, University of Nottingham on October 19, 2012 Daniels’ fifth point, which deals with role preparation, is a key one The fulfilment of each role, while learners read and are involved in discussion, is often considered to be a major contributor to the success of LCs in terms of scaffolding communicative competence This scaffolding is believed to aid in creating the necessary conditions for the further development of learners’ interlanguage as they move towards a fuller understanding of the text feelings, questions, or comments while they read (Daniels ibid.) Each group is then either assigned or invited to choose a selection of the text they can deal with within an allotted time frame for reading and discussion and continuing as with the roles, but with increased freedom to notice and comment as they wish The teacher’s role Once the discussion circles have begun, the teacher’s role reverts to one of quiet but attentive observation It is up to the particular teacher to decide what he or she will be observing, and this may alter for each discussion It may be desirable to observe individual role performance and interaction or each group as a whole It may be that the teacher observes language usage, focuses on turn taking, or procedural concerns, for example While many teachers will be accustomed to being more fully involved with their classes, it is important that learners understand that they carry the responsibility for managing the interaction and content of their discussions and in this way are led to rely on themselves and each other for language needed or pragmatic issues which may arise This in turn allows learner autonomy to develop and is vital for the development of the learner-centred collaborative element of LCs to flourish Classroom procedure Over the past year, I have conducted LCs with classes of primarily Vietnamese learners, at different levels of proficiency, with a variety of genres, and for different lengths of time I will discuss two of these classes briefly below with the view of exploring the potential for language learning, building of learner self-confidence, and creating enthusiasm for reading Prior to starting out, questions surfaced regarding how these learners would take to this different approach to utilizing classroom time These questions were later reflected in a self-evaluation questionnaire which learners returned once the reading and discussion cycles had been completed n Would they find collaborative group work to be an effective way to improve their reading and speaking skills? n Would new, unknown lexis prove to be a barrier, discouraging students from truly enjoying the text and discussions? n Would the learners find that they could expand their knowledge and use of grammar and lexis as well as reading strategies and cultural insight? As an introduction, learners were given time to discuss their roles in groups Following this, a selection of the text (or chapter of the book) was read in class Learners then prepared their roles and engaged in a discussion based on what they had read, directed by the roles they had prepared This allowed the teacher to be on hand to observe and later initiate constructive feedback on both the preparation 2010: 184) Once each full reading and discussion cycle was concluded, students completed a self-evaluation questionnaire to inform further LCs and provide me with an idea of their personal perceptions How effective was my contribution? table Self-evaluation sample questions How has my English improved? What have I discovered about myself in What have I learnt about working in relation to reading and sharing ideas? a group? I tend to think that I have contributed quite a bit to the circles Maybe not much, but I have done the best I could Because all of the stories you’ve chosen for us are suitable enough for our reading skill, so I think there’s nothing unmanageable yet The thing I have enjoyed the most probably is that you have introduced us to George Orwell (Male, aged 15) My reading skill has improved a lot When I started reading this story, it took me 30 minutes to finish one chapter, but now in 30 minutes I can finish longer chapters and it is easier for me to guess the meanings of new words (Male, aged 16) Personally, I think my English has improved a lot after taking part in different circles I have learnt a huge amount of new words I have learnt to co-operate with my friends and I have understood them better And most importantly, I’ve found it a lot more comfortable to discuss things in English, and now I’m more confident when I have to speak in English (Female, aged 17) I like to compare the culture between my country and the position in the story It makes me know more and deeper about my own culture (Female, aged 16) Working with lower levels Another class which took part in LCs consisted of a group of 18 young learners aged 13–15 years of intermediate level A graded reader3 at Level was used, and pre-reading activities were set up to create interest in the theme of the story and the setting in which it took place The class was divided into four groups who met twice a week, over 16 weeks, having post-reading discussions for approximately 40 minutes of a twohour class The remainder of the hour was spent on feedback and noticing activities related to language in the story, while the final hour dealt with the regular syllabus of the school Although learners at this age found it initially challenging to maintain and develop a discussion rather than a simple exchange of facts and opinions—with encouragement and post-circle awareness raising discussions—they eventually found their footing and began to show increased sophistication in both language and behaviour In fact, several students, previously reluctant to speak out in class, became quite animated and began to interact to a level not previously observed This appears to be a predictable outcome of LCs, as others have reported similar reactions as quieter students find their voice and enjoy participating in the circle discussions (Furr op.cit.; Mark op.cit.) LCs in E LT 219 Downloaded from http://eltj.oxfordjournals.org/ at Periodicals Dept., Hallward Library, University of Nottingham on October 19, 2012 Some of their comments follow: One of these learners offered this insightful comment in her selfassessment: Evaluation Learners are constantly involved in peer evaluation, in a natural sense, as they comment on and discuss each member’s contribution Self-evaluation, in the form of a simple set of questions leading each student to comment on and show awareness of their own progress, performance, and participation, allows for a useful period of reflection This can be extended to having learners keep reader response journals and to peer evaluation where groups evaluate performance regarding work habits, role preparation, and participation (Lopez 2010) As the teacher’s role is observational while learners are involved in discussion, there is ample opportunity to assess language use and evaluate overall task performance These observations may lead to discussions concerning desired improvement of the LC and to further work to be done on language use, pronunciation, or lexical patterns for example Noticing and S L A Apart from the gains made in self-confidence through working independently and collaboratively in preparation for and participation within the discussion circles, the opportunities for incidental learning and self-directed noticing to take place through meaningful input, notably through reading (and listening), are many As learners revisit the text, while preparing individual roles, they meet, often in a very focused way, words, phrases, and whole passages several times This is also true while groups are engaged in discussions, with peer-initiated noticing and correction being a common element of the post-reading discussions This focused and regularly repeated learner-led interaction, as Long (1985) hypothesizes, allows these interactional adjustments to improve comprehension, which may then more easily allow acquisition to take place (Spada and Lightbown 2010: 114) While incorporating LCs in E LT may encourage reading for pleasure and lifelong reading habits, noticing activities, believed to be crucial in transforming input into language acquisition (ibid.: 112), can be prepared by the teacher in advance, using authentic language from the assigned reading This awareness raising, which leads learners to analyse and focus on language culled from the original text, can act as a guide to salient language features once there has been ample opportunity to deal with the text as meaning focused input This can serve as a language enhancement period (post-reading and discussion), directing learners to focus on areas such as language choice and style for example There are several appropriate task types detailed in Literature (Duff and Maley 2007), which are easily adapted to any text 220 Scott J Shelton-Strong Downloaded from http://eltj.oxfordjournals.org/ at Periodicals Dept., Hallward Library, University of Nottingham on October 19, 2012 I found out that English is more interesting than I thought I’ve discovered about my leadership My reading is now much better I’ve thought again after I heard my classmates supported me My English grammar is better I feel comfortable speaking and listening to others I’ve been able to help my classmates Working in a group was amazing It helped me to be more confident, more friendly and I’ve become an extremely different person, I think (Female, aged 14) Additionally, once the assigned reading and post-reading discussions have been completed, while interest is high and learners receptive, post-circle tasks can act to round up, consolidate, and extend understanding and interpretation Pyramid, or plot summaries, character poems (Yeh 2007), and other collaborative tasks allow learners to further creatively invest in the story, expressing themselves independently and collaboratively, and sharing their outcomes with other members of the class, allowing for an opportunity to further exercise and experiment with language As LCs are possible with many levels of language learner groups, the choice of reading material is equally as varied As suggested previously, reading for pleasure in a second language normally requires the level of the text to be well within the reader’s range of easy comprehension Graded readers are an appropriate choice for many reasons, among them, the fact that they can be read without the constant need of dictionary reference and can be chosen for relative ease of comprehension For upper levels (B2–C2), unabridged novels, short stories, poems, or essays offer the motivation of challenge and can open up new worlds beneath the multilayer construct of texts written for an L1 audience The scaffolding inherent in the role preparation and in the discussion circle itself can lend the necessary guidance and support an L2 reader might require to successfully connect with the subtleties of such writing LCs and methodology LCs appear to share with both the Communicative Approach (C LT) and Task Based Learning and Teaching (TBL) elements which create genuine learning opportunities, which is a strong, identifying feature of these established approaches One of the shared goals of CLT and LCs is to create opportunities wherein learners are led to develop fluency in language use (Richards 2006: 14) In LCs, this takes place within the discussion circle, where natural and meaningful interaction take place and through the negotiation of meaning, correction of understanding, and the use of communication strategies, while learners discuss their reading with peers within the group Proponents of TBL suggest that for a language to be learnt, and for acquisition to take place, the following are required: n exposure to rich comprehensible input n use of the language to get things done (for example the exchange and negotiation of meaning) n motivation to listen, read, and to speak the language (Willis 1996) LCs may provide access to these conditions as learners are motivated to read, given time, space, and choice to complete a clearly defined task and a genuine motivation and arena for communicating their ideas Comprehensible input is provided through reading and interaction within the discussions Peer-initiated feedback to language choice and usage, coupled with teacher-led feedback on task performance, is an important element of LCs and considered vital in the process of language acquisition (Larsen-Freeman and DeCarrico 2010: 29–30) LCs in E LT 221 Downloaded from http://eltj.oxfordjournals.org/ at Periodicals Dept., Hallward Library, University of Nottingham on October 19, 2012 Appropriate reading material Conclusion As a learner-led activity, LCs foster learner autonomy, while providing opportunities for focused extensive reading and collaborative, purposeful discussions In the classroom situations described, appropriate scaffolding was provided through role, peer, and teacher support, thus creating opportunities for motivated language acquisition to take place in the E LT classroom Using LCs within the greater E LT context appears to be not only feasible but also largely compatible with established practice and within what is widely considered to be a pedagogically appropriate approach to stimulate language acquisition Final revised version received May 2011 Notes 1984, Animal Farm, and the essay ‘Shooting an elephant’ David Wellington East 43rd Street by A Battersby (Cambridge University Press 2006, second edition) References Chiang, M H and C W Huang 2005 ‘The effectiveness of Literature Circles in EF L setting: a classroom investigation’ in Proceedings of 2005 International Conference and Workshop on T E F L and Applied Linguistics Taipei: Crane Available at http:// 192.192.169.250/edu_paper/data_image/ e0000884/0n0/20050300/p0000078.pdf (accessed on 21 June 2011) Chiang, M H 2007 ‘Improved reading attitudes and enhanced English reading comprehension via literature circles’ Lagos Papers in English Studies 1: 168–83 Cohen, A D 2010 ‘Focus on the language learner: styles, strategies and motivation’ in N Schmitt (ed.) Daniels, H 2002 Literature Circles: Voice and Choice in Book Clubs and Reading Groups (Second edition) Portland, ME: Stenhouse Duff, A and A Maley 2007 Literature (Second edition) Oxford: Oxford University Press Furr, M 2004 Literature Circles for the E F L Classroom Available at http://www.eflliteraturecircles.com/ litcirclesforEFL.pdf (accessed on May 2009) Larsen-Freeman, D and J DeCarrico 2010 ‘Grammar’ in N Schmitt (ed.) 222 Scott J Shelton-Strong Long, M H 1985 ‘Input and second language acquisition theory’ in S M Gass and C G Madden (eds.) Input in Second Language Acquisition Rowley, MA: Newbury House Lopez, J 2010 Teaching and Learning: Literature Circles Available at http://www.litsite.org/ index.cfm?section¼Teaching-andLearning&page¼Reading-Workbooks&cat¼MiddleSchool&viewpost¼2&ContentId¼1015 (accessed on 27 October 2010) Lynch, T and D Mendelsohn 2010 ‘Listening’ in N Schmitt (ed.) Mark, P L 2007 ‘Building a community of E F L readers: setting up Literature Circles in a Japanese university’ in K Bradford-Watts (ed.) J A LT 2006 Conference Proceedings Tokyo: J A LT Richards, J C 2006 Communicative Language Teaching Today New York, NY: Cambridge University Press Schmitt, N (ed.) 2010 An Introduction to Applied Linguistics (Second edition) London: Hodder Education Spada, N and P Lightbown 2010 ‘Second language acquisition’ in N Schmitt (ed.) Harlow: Longman Willis, J 1996 A Framework for Task-based Learning Harlow: Longman Yeh H-C 2007 ‘Multiple communication systems’ English Teaching Professional Magazine 52: 12–14 The author Scott Shelton-Strong has been involved in teaching and training over the past 20 years and has lived and worked in Spain, Jordan, Tunisia, New Zealand, the Downloaded from http://eltj.oxfordjournals.org/ at Periodicals Dept., Hallward Library, University of Nottingham on October 19, 2012 I have argued that LCs provide a collaborative, multidimensional learning platform, from which learners are led to a rich exposure of contextualized language through reading for pleasure and to opportunities to negotiate meaning and interpretation in the ensuing post-reading discussions, thus increasing opportunities for learners’ interlanguage to develop naturally UK, and the U SA and is currently teaching at the British Council Hanoi, Vietnam His interests include action research in the classroom with an emphasis on building learner autonomy, teacher development and training, and using literature in E LT Email: scottjshelton@gmail.com Downloaded from http://eltj.oxfordjournals.org/ at Periodicals Dept., Hallward Library, University of Nottingham on October 19, 2012 LCs in E LT 223