Designing a role for TAs in L2 Literature Circles

Abstract

Abstract Literature Circles (book clubs in school settings) have mainly been studied in first language (L1) contexts. In foreign language contexts, like L1 contexts, published research on best practices recommends the teacher to act as a classroom facilitator instead of joining the circle. The purpose of this study is to examine this claim and practice, particularly with second language learners at the intermediate level. In some situations, it is desirable for Teaching Assistants and teachers to join the circle to provide instruction and feedback. This article addresses the question ‘Should TAs or teachers join the circle and if so, under what conditions?’ This case study follows a new TA in an intermediate EFL class who was asked to join one reading group for the duration of the semester and perform standard roles as a participant. Mixed methods, including quantitative and qualitative discourse analysis, surveys, and interviews, were used in an exploratory, stepwise fashion to elucidate the factors that influence why and how TAs should participate in Literature Circles. Underpinned by Community of Practice theory, findings show that adopting the role of an Unprepared Contributor is the best starting point for training TAs and new teachers to mentor learners. The findings suggest an expansion of contexts for the practice of second or foreign language literature circles (L2-LCs).