| Native Spanish speaking English language learners (ELLs) confront many challenges as they enter middle school classrooms in the United States. Not only must they contend with escalating reading pressures but they face an additional challenge of concurrently learning the English language and content area information, making it especially difficult for them to read and construct meaning from content taught in English. This paper provides a literature review of relevant research regarding language acquisition as well as the use of literature circles to promote English language learners' literacy development including oral English production, choice as a motivator, and small group interactions. It also includes a case study highlighting the use of literature circles in a multi-grade (sixth, seventh, and eighth) middle school native Spanish-speaking English language learner classroom. The study focused on eight sixth grade students, new to the school and classroom. Students chose novels they wanted to read and met every three days to discuss their readings for a two-month period. An analysis of the data, including field notes, reading logs, transcriptions of audio taped interviews and literature circle meetings, and the pre and post-administration of the Motivational Reading Profile, indicate that literature circles positively impacted student performance. Students increased their oral English language production, demonstrated an increased use of reading comprehension strategies, and overall, were more motivated in their reading. Suggestions are made as to how literature circles could be effectively used with English language learners to enhance their English language acquisition within a school district. |
