What’s Similar and What’s Different Between L1 and L2 Reading_

What’s Similar and What’s Different Between L1 and L2 Reading?
Neil J. AndersonBrigham Young University, Provo, Utah
Introduction – Dr. Neil Anderson
Experience working with reading teachers aroundtheglobe, addressing particular needs of L2 readers to make sense of textBeliefs:Strong readers emerge from teachers who address issues faced by L2 readersGoodusers of language develop from curricula centralized on reading. Reading leads to improved listening, speaking, and writing skills.Educators can help the 89% of 8thgrade L2 students who read below grade level with comprehension
What’s Similar and What’s Different Between L1 and L2 Reading?
Defining readingKeeping key factors in mindLearning to read and reading to learnConsidering ability (reading) and proficiency (language) issuesIdentifyingsimilaritiesbetween L1 and L2 readingIdentifyingdifferencesbetween L1 and L2 reading
Defining reading
The Reader
The Text
Strategies
Fluency
Reading
Comprehension
Rate
ReadingFluency
Anderson, 2008,p.3
Defining reading fluency
The Reader
The Text
Strategies
Fluency
Reading
Defining reading
Keeping key factors in mindWho are the learners and what aretheirprevious literacy experiences?
Literacy in L1Oral language proficiency in L2Age on arrival to the USExpectations of the school experienceTypes of L2 readersParents’ educational levels
Learning to read andreading to learn
Learning to Read Reading to LearnBeginning Intermediate AdvancedThe Learning/Reading Continuum, Anderson, 2008,p. 58
Considering ability (reading) and proficiency (language) issues
Two additional factors:text typereading task
L1 Reading Ability
L2 Proficiency
L2 Reading Ability
Keeping in mind--
We learn to read only onceLearning to read in L2 is aided by transference of knowledge and skills acquired in L1 reading
Considering ability (reading) and proficiency (language) issues
Two additional factors:text typereading task
L1 Reading Ability
L2 Proficiency
L2 Reading Ability
IdentifyingsimilaritiesbetweenL1 and L2 reading
Involve the reader, the text, and the context in which the reading act takes place.Involve the use of metacognitive strategies (e.g., setting purpose for reading, re-reading, adjusting rate, etc.) when constructing meaning from text read.
Reading in a L1 shares important basic elements with reading in a L2. Both processes—
IdentifyingsimilaritiesbetweenL1 and L2 reading
Involve the orchestration of bottom-up (e.g., decoding) and top-down strategies (e.g., making inferences).Involve the use of language systems with systematic and rule-governed phonological, morphological, syntactic, semantic, and discourse structures.
Reading in a L1 shares important basic elements with reading in a L2. Both processes—
IdentifyingdifferencesbetweenL1 and L2 reading
Language systems (e.g., alphabet, directionality, phonological, morphological, syntactic, semantic, and discourse structures—cf. Arabic, German, Japanese).Size of vocabulary knowledge as well as vocabulary learning among L1 and L2 readers.
Differences may be found in—
IdentifyingdifferencesbetweenL1 and L2 reading
Language awareness among L1 and L2 readersTime involved in learning toread academic languageReading fluency — L2 readers read slower than L1 readersMotivation
Differences may be found in—
IdentifyingdifferencesbetweenL1 and L2 reading
Oral English proficiencyBackground knowledgeContext in which literacy is developedLearner’s positionon the path toliteracy
Differences may be found in—
Summary
A definition of readingKey aspects to keep in mind when working with L2 readersThe learning to read / reading to learn continuum4 similarities and 10 differences between L1 and L2 readingThe interdependence among L2 reading ability, L2 proficiency, and L1 reading ability
In this video lecture,we have talked about–
Resources
Anderson, N.J. , &Nunan, D. (2008).Practical English language teaching: Reading.New York: McGraw Hill.Armbruster, B. B., & Osborn, J. (2003).Put reading first—The research building blocks of reading instruction: Kindergarten through Grade 3(2nded.). 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(2nded.). Washington, DC: Alliance for Excellent Education.Coombe, C., McCloskey, 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.