Revisiting Hybrid Language Practices:Implementing an English Book Club with Young L2 Learners

Abstract

This study explored the emerging problems during the implementation of an English book club with young L2 learners in an attempt to understand how teachers can create a supportive environment to address the problems and to examine the applicability of English book clubs to beginning L2 learners. A group of Korean English language learners of mixed-gender and mixed-ability in grades 4-5 were tutored and observed in an out-of-school book club over a period of four months. Although the students were provided with explicit instruction in the basic discussion skills necessary for the success of the student-led literature discussion, problems emerged when the control was first handed over to students: the dominance of a more fluent English-speaking student and the low level of participation of less fluent English-speaking students. In order to facilitate successful interactions among students, the teacher in this study endeavored to provide more context-relevant support by drawing on the students' existing resources-their prior knowledge and L1. The hybrid language practices, such as introducing theme-based L1 and L2 materials and mixing communication modes were used, and the student talk became both meaningful and productive for all members of the group.