Promoting After-School English Book Clubs for Communicative L2 UsePromoting After-School English Book Clubs for Communicative L2 Use
- Other Titles
- Promoting After-School English Book Clubs for Communicative L2 Use
- Authors
- 김숙희
- Issue Date
- Sep-2008
- Publisher
- 한국영어교육학회
- Keywords
- English book club; student-led literature discussion; reading comprehension strategy; generating questions; making connections; English book club; student-led literature discussion; reading comprehension strategy; generating questions; making connections
- Citation
- 영어교육, v.63, no.3, pp 45 - 70
- Pages
- 26
- Journal Title
- 영어교육
- Volume
- 63
- Number
- 3
- Start Page
- 45
- End Page
- 70
- URI
- https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/52655
- DOI
- 10.15858/engtea.63.3.200809.45
- ISSN
- 1017-7108
- Abstract
- This study explored how a student-led literature discussion in an out-of-school book club offers young ESL learners the opportunity to promote their second language use. A group of privileged English language learners in grades 4-5 were observed during a 60-minute-long book club that took place twice weekly in a local public library over a period of four months. The data sources included field notes, 32 audio-taped literature discussions, interviews, and written surveys with students and their parents, students’ response journals, and the researcher’s journal. To describe the verbal interactions among students during student-led literature discussions, constant comparative analysis was conducted in combination with discourse analysis. The student talk during the student-led literature discussion was characterized by the students’ control of topic and its management, engagement in higher-order thinking, and collaboration. This study emphasizes the value of embedding reading comprehension strategy instruction in a literature discussion and extends the understanding of Vygotskian social constructivism applied to second language and literacy learning by exploring interactions among nonnative English learners.
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