Whats Similar and Whats Different Between L 1
What’s Similar and What’s Different Between L 1 and L 2 Reading? Neil J. Anderson Brigham Young University, Provo, Utah
Introduction – Dr. Neil Anderson n Experience working with reading teachers around the globe, addressing particular needs of L 2 readers to make sense of text n Beliefs: n Strong readers emerge from teachers who address issues faced by L 2 readers n Good users of language develop from curricula centralized on reading. Reading leads to improved listening, speaking, and writing skills. n Educators can help the 89% of 8 th grade L 2 students who read below grade level with comprehension
What’s Similar and What’s Different Between L 1 and L 2 Reading? 1. Defining reading 2. Keeping key factors in mind 3. Learning to read and reading to learn 4. Considering ability (reading) and proficiency (language) issues 5. Identifying similarities between L 1 and L 2 reading 6. Identifying differences between L 1 and L 2 reading
Defining reading The Reader The Text Reading Strategies Fluency
Defining reading fluency Rate Reading Fluency Comprehension Anderson, 2008, p. 3
Defining reading The Reader The Text Reading Strategies Fluency
Keeping key factors in mind Who are the learners and what are their previous literacy experiences? 1. Literacy in L 1 2. Oral language proficiency in L 2 3. Age on arrival to the US 4. Expectations of the school experience 5. Types of L 2 readers 6. Parents’ educational levels
Learning to read and reading to learn Learning to Read Reading to Learn Beginning Intermediate Advanced The Learning/Reading Continuum, Anderson, 2008, p. 58
Considering ability (reading) and proficiency (language) issues L 2 Proficiency L 1 Reading Ability L 2 Reading Ability Two additional factors: text type reading task
Keeping in mind-n We learn to read only once n Learning to read in L 2 is aided by transference of knowledge and skills acquired in L 1 reading
Considering ability (reading) and proficiency (language) issues L 2 Proficiency L 1 Reading Ability L 2 Reading Ability Two additional factors: text type reading task
Identifying similarities between L 1 and L 2 reading Reading in a L 1 shares important basic elements with reading in a L 2. Both processes— 1. Involve the reader, the text, and the context in which the reading act takes place. 2. Involve the use of metacognitive strategies (e. g. , setting purpose for reading, re-reading, adjusting rate, etc. ) when constructing meaning from text read.
Identifying similarities between L 1 and L 2 reading Reading in a L 1 shares important basic elements with reading in a L 2. Both processes— 3. Involve the orchestration of bottom-up (e. g. , decoding) and top-down strategies (e. g. , making inferences). 4. Involve the use of language systems with systematic and rule-governed phonological, morphological, syntactic, semantic, and discourse structures.
Identifying differences between L 1 and L 2 reading Differences may be found in— 1. Language systems (e. g. , alphabet, directionality, phonological, morphological, syntactic, semantic, and discourse structures—cf. Arabic, German, Japanese). 2. Size of vocabulary knowledge as well as vocabulary learning among L 1 and L 2 readers.
Identifying differences between L 1 and L 2 reading Differences may be found in— 3. Language awareness among L 1 and L 2 readers 4. Time involved in learning to read academic language 5. Reading fluency — L 2 readers read slower than L 1 readers 6. Motivation
Identifying differences between L 1 and L 2 reading Differences may be found in— 7. Oral English proficiency 8. Background knowledge 9. Context in which literacy is developed 10. Learner’s position on the path to literacy
Summary In this video lecture, we have talked about – n A definition of reading n Key aspects to keep in mind when working with L 2 readers n The learning to read / reading to learn continuum n 4 similarities and 10 differences between L 1 and L 2 reading n The interdependence among L 2 reading ability, L 2 proficiency, and L 1 reading ability
Resources Anderson, N. J. , & Nunan, D. (2008). Practical English language teaching: Reading. New York: Mc. Graw Hill. Armbruster, B. B. , & Osborn, J. (2003). Put reading first—The research building blocks of reading instruction: Kindergarten through Grade 3 (2 nd ed. ). Jessup, MD: National Institute for Literacy. Biancarosa, C. , & Snow, C. E. (2006). Reading next—A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2 nd ed. ). Washington, DC: Alliance for Excellent Education. Coombe, C. , Mc. Closkey, M. L. , Stephenson, L. , Anderson, N. J. (2008). Leadership in English language teaching and learning. Ann Arbor, MI: University of Michigan Press. Short, D. , & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners—A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Grabe, W. , & Stoller, F. L. (2002). Teaching and researching reading. New York: Longman.
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