LITERATURE CIRCLES USING L1 AND L2: A CASE STUDY

ABSTRACT

The article analyzes how Literature Circles strategy can help learners with reading comprehension, memorizing words in bilingual context (English and Russian). The used data analysis methods are observation, interview, and content analysis. The results show the effectiveness of Literature Circles in promoting language development and engagement among bilingual learners. By including L1 (First language) as a scaffolding strategy, students were able to better understand texts, express their thoughts. Translanguaging played a crucial role in helping students bridge their understanding between languages, demonstrating that strict separation of L1 and L2 may not be necessary for effective learning.

АННОТАЦИЯ

В статье анализируется, как стратегия «Литературных кружков» может помочь учащимся в понимании прочитанного и запоминании слов в двуязычном контексте (английский и русский). В качестве методов анализа данных использовались наблюдение, интервью и контент-анализ. Результаты демонстрируют эффективность «Литературных кружков» в развитии языкового развития и вовлеченности двуязычных учащихся. Благодаря использованию Я1 (первого языка) в качестве поддерживающей стратегии учащиеся смогли лучше понимать тексты и выражать свои мысли. Транслингвизм сыграл решающую роль в налаживании связей между языками, продемонстрировав, что строгое разделение первого и второго языков может не быть необходимым для эффективного обучения.

Keywords: L1, L2, translanguaging, story, Literature Circles.

Ключевые слова: Я1, Я2, трансъязычность, рассказ, литературные кружки.

Introduction

Literature Circles are peer-led small discussion groups who bond together through the same story, book or poem. Collaborative learning plays an important role in Literature Circles. During the reading process, students take notes to prepare for discussions, bringing their insights and reflections to group meetings. This strategy is defined by active students’ engagement through discussions, taking notes and being responsible. It should be noted that Literature Circles effectively develop students' speaking skills by fostering an interactive and student-centered learning environment. Literature Circles can be implemented within the bilingual context. The results from this implementation can be presented in questions that were asked. For example, there was a shift in questions from the role discussion director in Spanish/English classroom [4, pp. 312-326]. In the beginning, questions were factual questions, after 3-4 weeks factual questions changed to open-ended questions.

Literature Circles’ role in acquiring vocabulary is crucial. In collaborative setting, students learn words through helping each other. The role of L1 in learning L2 (Second language) has always been a topic of debate. In context of Spanish/English tertiary education, L1-inclusive group demonstrated better results than L2-exclusive group. It was discovered that using L1 in explaining grammar and complex vocabulary helped learners to retain information better. Learners felt less anxious and comprehended new information effectively. De la Fuente, M. J., & Goldenberg, C. suggested to use L1 strategically to improve understanding and confidence [2, pp. 943-962]. In the perfect classroom where L1 usually should be minimized, the use of L1 is not pointed out. In most cases, it is forbidden to use L1 with beginner levels. However, translation promotes biliteracy development. Through translation from L1 to L2 or conversely from L2 to L1, students develop literacy skills in both languages. Cummins stated that translation can be inclusive requiring participation of all students even with minimal understanding of target language. There were studies conducted in EFL setting, where L1 was used in Literature Circles using Chinese-English [6, pp. 138-146]. The results were analyzed through observation, document analysis and self-evaluation. Results show that Literature Circles are effective in bilingual context. In Kazakhstan there has not been a lot of research on the topic of Literature Circles. This study is an experiment, and it is different from other studies. It is focused on the use of L1 in discussing texts in L2. The purpose of this study is to identify the impact of Literature Circles discussions in the context of bilingual education. The research question is:

Q1: What is impact of L1 in Literature Circles discussion?

Materials and methods

There were 3 female participants aged 11-12. Target audience is 11+ students, A1-A2 learners. These participants were selected because of their level, they can read and understand texts at level A2; however their discussion needs to be improved. Their first language is Russian therefore Russian was used as L1. Even though their native language is Kazakh, they think and speak well in Russian. Literature Сircles generally consists of 8-member groups, however in our case the group contains 3 members. They were given roles such as discussion director, word wizard and illustrator. These roles were chosen, because these are key roles in Literature Circles. Discussion director is someone who leads the discussion, Word wizard is someone who checks the usage of words and helps with new words. It should be noted that one participant is special-needs student and has issues with hearing. Therefore, the role of illustrator was suitable for the student to summarize all the discussion. There were 4 sessions throughout 9 days. The stories for discussion were selected according to the level of students and interests.

The first story is called Love is blind by Brendan Dunne from the site Learn English Teens. We have chosen this story due to some reasons. First of all, it is for A2 learners by CEFR, appropriate for the participants. Second of all, there is a plot twist in the end of the story and it is short. It is not time-consuming to read it.

Unfortunately, the first discussion was not successful, for some reasons such as unfamiliar way of learning English (through Literature Circles), because it has never been introduced before and students never discussed anything freely without scaffolding from the teacher. The learners expressed that story was boring.

For these reasons the next story was selected by members themselves according to their level A2, Dreams by Nicola Prentis from Learn English Teens. There are 2 versions of this story Dreams on the internet, in this Learn English Teens site. It can be appropriate for A2 level and B2 level. The facilitated and short version was selected for A2 learners. The second session was difficult for learners at first to discuss, but after they shared their thoughts and memories about dreams. They used the strategy text-to-myself to relate to the texts from their real life perspective.

After these short stories, we decided to discuss illustrated book titled Kidnap by John Escott from Oxford university press. Along with discussion pictures, matching task using pictures and hyperlink to the translations of unknown words were used.

This study employed a mixed-methods research design, combining both qualitative and quantitative approaches to investigate the impact of Literature Circles on students' use of L1. The integration of qualitative tools (such as observation, interviews, and audio recordings) allowed for a comprehensive understanding of both the process and outcomes. Qualitative data from recordings and interviews were analyzed thematically.

The first session was introductory, we explained roles to the learners, what should each learner do, how our sessions would be conducted in L1. The session started from the text Love is blind. The new words were explained in L1 due to the learners’ low levels. L2 was used during asking questions, and replying to these questions, however L1 was used for clarification purposes, to understand questions and answer the questions fully. They were given matching task where vocabulary wizard helped them to understand new words through pictures. Translanguaging is a dynamic process in which multilingual speakers use their entire linguistic repertoire flexibly and fluidly, without treating languages as separate systems. It focuses on meaning-making, communication, and cognitive engagement rather than following strict language boundaries.

For the second discussion Dreams was used, during this process, the learners did matching task for new words using this hyperlink. https://docs.google.com/document/d/1hSeJD08BH4H9_gIv2dl8qZXXsiBVivhGDaQL5bP9s0w/edit?usp=sharing. For matching task they needed to match new words with definitions. The researcher explained these words in L1 and using L2 through examples. For example, use – использовать, use a phone, use a book, and use a pen. After that students asked each other personalized questions. For example, can you see dreams that can happen in future? Students were using L1 and ask translation to L2 when they tried to ask questions. For example, a student asked question in English, but another student answered in L1. The process of translanguaging occurred many times, when they switched between both languages. For example, learners read in English but they think or deliver their ideas and opinions in L1. Я не вижу сны. Что такое future?

In another Literature Circles discussion Kidnap was used, it contains 6 chapters, thus the first chapter was discussed and activities were done. The L1 was used to decode the meaning of unfamiliar words such as bodyguard, tow truck. Throughout the whole session students discussed with each other, they explained using L1 mostly and using L2 to describe main characters. After finishing reading the first chapter, students discussed what could happen after, students used code-switching. For example, Tom хотел go home, blending Russian and English within the same sentence. In explaining tasks the researcher used L1. The process of translanguaging occurred many times, when they switched between both languages. For example, кажется, да. Я не читаю. If one learner did not understand something, another learner helped to translate the sentence to L2.

In another Literature Circles discussion students read all the chapters. In the Literature Circles discussion students discussed the following questions:

• Who are the main characters in the story? Can you describe them?

The use of L1 was limited, only to understand the question and ask new qualities (доверчивый, прощать всех). One student used L1 in describing the character. Then we translated the words into English. Other students used the words they are familiar with (kind, creative). The use of L1 can be happening due to vocabulary-gap.

• How do the characters feel when the kidnapping happens?

In this case L1 was used to tell feelings. Они чувствуют панические атаки и страх. A student retold the story to answer this question. The participant used L1 to express her thoughts clearly. Other participants used words they know (sad, afraid of).

• How does the story end? Were you surprised?

They used mostly L1. For example, он пришел домой и потом подумал. Это отличная идея для комикса. They used to explain the ending of the story. One student did not remember the end of the story, other participant helped by translation from English to Russian.

The 3 participants of the case study were interviewed and expressed mixed reactions. The interview was conducted in Russian; therefore the participants could freely express their opinions regarding the experiment. One of them was positive about Literature Circles, and enjoyed the process. She said:

Мне очень понравились эти занятия. Было очень интересно. Мне особенно понравилась последняя история-комикс, вообще интересный комикс.

On the contrary, another participant was not impressed by the Literature Circle discussions, and found them boring. She mentioned:

Мне не понравилось читать книги, они вообще не интересные, они скучные.

When she was asked to give reason why she replied by stating, these type of stories were not preferred by her. She stated:

Мне нравится фантастика. Мне не нравятся такие истории и книги.

Another student was also not happy about Literature Circles discussions. It can be explained by their preference to content watching, rather reading something. It was mentioned by this student:

Я не читаю книги. Я не люблю читать книги, я люблю смотреть сериалы и фильмы.

When the 3 participants were asked about use of L1 and L2 in discussing books, asking questions, they mentioned that it facilitated their speech. The translation, code-switching, translanguaging helped them to deliver their ideas and thoughts. They mentioned it helped them to understand vocabulary better. It was better to bilingual method rather than monolingual, explaining with definitions. It was difficult to retain new words, but using translations and examples helped them to make connections.

Перевод на русский было легче понимать. Я лучше понимаю когда мы переводим слова и разбираем предложения.

Results and Discussion

The findings of this study indicate that Literature Circles effectively support students' engagement in reading and discussion, particularly in a bilingual setting where translanguaging is naturally used. Throughout the sessions, learners tried to overcome their language barriers. They mixed Russian and English in their speech. The use of L1 (Russian) provided necessary support in decoding complex vocabulary and expressing ideas, while L2 (English) was actively used in reading, answering questions, making questions. Students relied on L1 for clarification, understanding new vocabulary, and discussing abstract concepts. For instance, when encountering new words like bodyguard and tow truck, students asked for their meanings in L1 before attempting to use them in L2.

Code-switching was common, with students mixing L1 and L2 in conversations, particularly when responding to open-ended or analytical questions. For example, during a discussion about the book Kidnap, a student said, Tom хотел go to home, blending Russian and English within the same sentence. They were using this strategy due to their low level.

Translanguaging occurred naturally, allowing students to express ideas fluidly and bridge gaps between their native and target languages. In one instance, a student said, кажется, да. Я не читаю, before switching to English to summarize a passage. They used translation strategy as well. Firstly, they expressed their thoughts in Russian, then they translated to English.

The progression across sessions showed that students became more comfortable using some L2 words, especially when translating words from L1 to L2. It was difficult to use freely full sentences in L2; therefore they switched between two languages. For example, during the Dreams discussion, students initially answered comprehension questions in L1 but gradually attempted responses in L2.

Previous research has demonstrated that literature circles, particularly when conducted in small bilingual groups, offer both pedagogical benefits and practical challenges. One of the primary advantages of allowing the use of students’ first language (L1) during literature discussions is its positive impact on comprehension and engagement. Moreover, allowing the use of L1 has been shown to reduce students' affective filters, creating a low-anxiety environment where learners are more willing to participate [1, pp. 221-240]. These conditions can lead to increased student autonomy and motivation, especially when learners are given the choice of reading materials and the freedom to discuss them using both L1 and L2 [6, pp. 138-146].

However, some studies have identified potential drawbacks to this approach. One concern is the overuse of the first language, which can limit opportunities for authentic practice in the target language [5, pp. 193-206]. If not carefully monitored, students may rely predominantly on L1, thereby hindering their language development in L2. In addition, literature circles may present challenges related to group dynamics, such as unequal participation or off-task behavior, especially if students are not adequately trained in collaborative strategies [3, p. 1].

In conclusion, the results suggest that Literature Circles provide a supportive environment for developing language skills, enhancing comprehension, and fostering collaborative learning. Based on these results it could be stated that L1 should be used equally with L2. In summary, incorporating L1 in bilingual literature circles can be a powerful tool for fostering comprehension, engagement, and student-centered learning. Nonetheless, it is essential for educators to maintain a balanced approach, encouraging the strategic use of L1 while providing sufficient scaffolding to promote target language development.

Conclusion

This study highlights the effectiveness of Literature Circles in promoting language development and engagement among bilingual learners. By integrating L1 as a scaffold, students were able to better comprehend texts, express their thoughts. Translanguaging played a crucial role in helping students bridge their understanding between languages, demonstrating that strict separation of L1 and L2 may not be necessary for effective learning.

Literature circles encourage collaboration. Scaffolded learning through L1 support enhances students' ability to engage with L2 texts and respond to analytical questions. Structured roles and activities ensure active participation, even in small group settings. A bilingual approach to Literature Circles can be beneficial, particularly for learners with limited proficiency in L2.

Given these findings, it is recommended that Literature Circles be implemented more widely in multilingual classrooms. Further research could explore their effectiveness with larger groups and different language combinations to better understand their role in language acquisition and literacy development.

References:

1. Cummins J. Rethinking monolingual instructional strategies in multilingual classrooms. – Canadian Journal of Applied Linguistics. – 2007. – Vol. 10, No. 2. – P. 221–240.
2. De la Fuente M.J., Goldenberg C. Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom. – Language Teaching Research. – 2020. – Vol. 26, No. 5. – P. 943–962. – https://doi.org/10.1177/1362168820921882
3. Midwood Argus. The good, the bad, and the literature circles cons. – 2015. – P. 1. https://midwoodargus.wordpress.com/2015/03/26/the-good-the-bad-and-the-literature-circles-cons
4. Peralta C. Biliterate literature circles: Talks as tickets to ride. – Bilingual Research Journal. – 2013. – Vol. 36, No. 3. – P. 312–326.
5. Rodríguez L.M. Literature circles in an ESL college classroom: Reshaping students’ beliefs and attitudes toward reading. – Colombian Applied Linguistics Journal. – 2015. – Vol. 17, No. 2. – P. 193–206. – https://revistas.udistrital.edu.co/index.php/calj/article/view/8263
6. Wen J. On the implementation of “literature circles” teaching model in English reading teaching. – Frontiers in Sustainable Development. – 2024. – Vol. 4. – P. 138–146. – https://doi.org/10.54691/tkmcvc09