Connect, Learn, Grow: Zoom Book Clubs for English Language Learners

by Melissa Rea & Xavier Muñoz

For the past four years, English Empowerment Center (EEC) has hosted organized book clubs for adult English language learners (ELLs). These clubs offer a unique blend of educational enrichment and personal development, empowering learners to improve their language skills, expand their knowledge, and forge meaningful connections. Here’s a closer look at how these book clubs operate, their impact, and the valuable lessons learned along the way including tips and suggestions for starting your own book club for ELLs.

We thank EEC volunteers Karen, Janice, Linda, Kathy, Lisa, Laurie, and Stacey for initiating and continuing these book clubs.

“I think the book club format is a terrific vehicle for teaching all aspects of English language learning.” – EEC book club teacher

Overview

Each club is held virtually on Zoom, offering the chance for anyone to attend anywhere. Mothers often join from home with their children close by or in their laps. Each semester, we offer one morning and one evening option for greater access. The clubs typically run for a few weeks to a full semester depending on the book’s length and difficulty level, and the instructor’s availability.

EEC book clubs are free and supplemental to our classes, inviting students from intermediate classes to join. This self-selection by students has led to excellent outcomes with close to 100% participation. Learners are asked to buy the book or borrow it from their local library. Typically, the clubs have four to twelve learners, and include a mix of internationally trained professionals and others with varying levels of primary and secondary education.

Unlike traditional clubs where learners read the book and then gather to discuss, in our clubs, the students and teachers take turns reading the book together out loud when they meet. Reading before the meeting is not required but encouraged and homework is optional, which has also anecdotally seemed to foster regular attendance and participation.

“The advantage of the book is that it stimulates the imagination.” – EEC book club participant

Choosing the Right Book

Selecting the right book is crucial for the success of a book club. Here are some guidelines we follow with brief notes on books we have read:

Interest and Relatability: Select books that address topics of interest, such as overcoming struggles, achieving goals, and the immigrant experience.
> For instance, Front Desk by Kelly Yang and Home of the Brave by Katherine Applegate tell relatable immigrant and refugee experiences.
Middle Grade Level: Choose books appropriate for middle-grade readers as the language is more comprehensible than young adult literature for intermediate English learners.
> For example, Harry Potter and the Sorcerer’s Stone proved too complex.
Length and Meetings: Tailor the book’s length to the number and duration of the meetings.
> A perennial favorite, Seedfolks by Paul Fleischman, has short chapters that can be treated as stand-alone readings for learners who miss a meeting.
Educational Value: Ensure the book aids in language acquisition, e.g., contains useful vocabulary and idioms.
> For example, with Mountain Dog by Margarita Engle, learners studied how to read free verse and not just prose.
Cultural and Historical Context: Books with historical or cultural significance are favored.
> The books we read provide rich, contextual learning experiences that expand learners’ knowledge of this country and the world. Exploring the geographical and biographical backgrounds of the authors also enhances their understanding and appreciation of the texts.

“…with the reading of the book “Seedfolks” they were also very enjoyable and through the characters it took us to the history and personality of each of the characters with their limitations and qualities and the contribution towards the neighbor[hood]. We went through the Geography and Universal History of each character. For me it was a nice experience. I am highly grateful to have this resource at my disposal to continue learning English.” – EEC book club participant

Meeting Diverse Needs

Each book club is tailored to meet the varied needs of its members. One teacher’s approach addresses pronunciation, grammar, and writing skills, adapting to the individual language learning goals of her students.

Unlike textbook-based courses, the openness of a book club encourages an instructor to more readily notice opportunities to provide personalized learning, such as custom vocabulary exercises, dictation, and interactive dialogues catered to the varied proficiency levels.

To maintain engagement and promote active participation, a range of strategies and activities are employed:

Homework and Voluntary Participation: One teacher gave optional homework and emphasized reading and listening. This approach ensures that all learners can engage at their comfort level, whether they complete assignments or simply attend and listen and/or read aloud.
Interactive Reading and Role-Playing: Reading aloud in pairs in breakout rooms and acting out scenes help bring the stories to life. Learners practice pronunciation and develop comprehension and fluency while engaging in collaborative activities.
Participating in a book club isn’t just about learning, it’s also about enjoying the process of reading. One teacher recruits other volunteers to help as fluency partners and enrich the discussion with other avid readers.
Implementation of UDL Practices: Share audio versions of the book and use a mix of reading, listening, role-playing, and discussions to keep the sessions dynamic and engaging. Teachers encourage learners to turn off their microphones and read along without the pressure of immediate correction. This also provides exposure to diverse monolingual and multilingual accents.

Impact and Outcomes

The book clubs have had a profound impact on learners. For some, this experience marked a significant milestone—their first time reading an entire book in English! Learners often report improved vocabulary, increased confidence, and greater interest in reading.

The clubs also promote family engagement, with learners reading to their children or discussing the stories together. This shared activity not only reinforces learning, but also fosters a love for reading within the family. Family literacy is also in action even as children simply observe their parents reading and discussing a book with other adults.

Conclusion

EEC’s book clubs exemplify the power of community-based learning, offering adult learners a supportive, enriching environment to develop their language skills and connect with others. Through thoughtful organization, diverse activities, and responsive teaching, these clubs have become a cornerstone of EEC’s supplemental services, inspiring a love for reading and lifelong learning.

As the English Empowerment Center’s Faculty Support Manager, Melissa Rea (she/her) hires, trains, and works with instructors providing them with instructional support and professional development opportunities. She has more than 25 years of adult education experience as an instructor, tester, teacher trainer, manager, and director. She has an M.S. in adult learning & human resource development from Virginia Polytechnic Institute and State University (Virginia Tech).

As Senior Director of Academic Programs and Student Services at the English Empowerment Center (Region 8), Xavier Muñoz (he/him) oversees adult English language acquisition, family literacy, and workplace literacy classes as well as distance learning, digital literacy, and student advising initiatives. He has more than 10 years of adult ESOL experience as an instructor, tester, teacher educator, and IELCE program manager. He has an M.A. in TESOL and a TESOL Certificate from the School for International Training.