This paper explores the implementation of Dialogic Literary Gatherings in schools which present minority students in United Kingdom. Dialogic literary gatherings consist on the reading and discussion of classic literature books among students, with the aim to improve communication and literacy skills as well as to create opportunities for the engagement in critical reading. Children’s motivations to engage in everyday activities, specifically those related to literacy and communicative skills, are connected with their self-concepts (Archambault, Eccles, Vida, 2010; Fisher, 2014). Macedo and Bartolomé (2014) stress the relevance of students’ language as the means that allow them to develop their own voice and a positive sense of self-worth. Regarding the reality of students whose mother tongue does not match the language of learning, educational actions that may not only allow them to develop this language’s competence, but also to construct meaning around it must be promoted. The aim of the study was to explore the effects of Dialogic Literary Gatherings on minority students’ meaning-making regarding school and learning. Data collection has involved recording of different implementations of dialogic literary gatherings, as well as interviews with participant students. The results of the study conducted have allowed us to identify the potential of Dialogic Literary Gatherings for increasing the motivation of these students for reading, which is helping them to increase their competence of English and therefore improve their instrumental learning. Also, to the extent that the DLG ensures the participation of all students on the basis of the shared text, it allows minority students to engage in a truly democratic dialogue with the other students in the classroom. This way, meaning to actively participate in learning emerges, because students feel heard and taken into account.

Archambault, I., Eccles, J. S., Vida, M. N. (2010). Ability Self-Concepts and Subjective Value in Literacy Joint Trajectories From Grades 1 Through 12. Journal of Educational Psychology, 102(4), 804-816. doi:10.1037/a0021075 Fisher, L. (2014). Foundations of children's self-concepts about everyday activities: Identities and comparative contexts. European Journal of Psychology of Education, 29(3), 537 555. doi:10.1007/s10212-014-0212-y Macedo, D., & Bartolomé, L. I. (2014) Multiculturalism Permitted in English Only. International Multilingual Research Journal, 8(1), 24-37. doi:10.1080/19313152.2014.852426