Forming a New Literary Identity: Using Popular, Contemporary Series Books to Engage Adolescent English Language Learners
Forming a New Literary Identity: Using Popular, Contemporary Series Books to Engage Adolescent English Language Learners

Summary/Abstract: Beyond learning to comprehend and communicate in a second language, becoming literate in a new language is an arduous task. Compounded by the use of traditional and often archaic texts presented in literacy-based secondary classrooms, English Language Learners (ELLs) struggle with negative perceptions about their identity as readers. This difficulty leads to feelings of being ostracized and negative perceptions concerning both reading and second language acquistion. To understand this issue, the researchers conducted a qualitative narrative inquiry that explored the use of popular, Young Adult (YA) series novels as vehicles to teach ELLs how to engage in positive, life-long literacy practices, and more importantly, to form new positive identites as readers. Insights were gleaned regarding the participant’s perspective of literacy practices and identity throught this study. Data was gathered and triangulated from interviews, observations, documents, and records. Thematic findings revealed that using series books in the YA genre increased the student’s engagement in literacy related tasks, and the participant independently continued reading subsequent books in the series due to heightened interest. Findings also indicated the participant experienced increased confidence, improved grades, and redefined his identity concerning literacy. These findings can likely be transferred to similar secondary classrooms to encourage second language learners to form new literacy identities, support them in reading skills, and enter what Frank Smith (1987) termed the “Literacy Club.”.

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