What’s Similar and What’s Different Between L1 and L2 Reading? Neil J. Anderson Brigham Young University, Provo, Utah

Introduction – Dr. Neil Anderson Experience working with reading teachers around the globe, addressing particular needs of L2 readers to make sense of text Beliefs: Strong readers emerge from teachers who address issues faced by L2 readers Good users of language develop from curricula centralized on reading. Reading leads to improved listening, speaking, and writing skills. Educators can help the 89% of 8th grade L2 students who read below grade level with comprehension

What’s Similar and What’s Different Between L1 and L2 Reading? Defining reading Keeping key factors in mind Learning to read and reading to learn Considering ability (reading) and proficiency (language) issues Identifying similarities between L1 and L2 reading Identifying differences between L1 and L2 reading

Defining reading The Reader The Text Strategies Fluency Reading

Defining reading fluency Rate Reading Fluency Comprehension Anderson, 2008, p.3

Defining reading The Reader The Text Strategies Fluency Reading

Keeping key factors in mind Who are the learners and what are their previous literacy experiences? Literacy in L1 Oral language proficiency in L2 Age on arrival to the US Expectations of the school experience Types of L2 readers 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 L2 Proficiency L1 Reading Ability L2 Reading Ability Two additional factors: text type reading task

Keeping in mind-- We learn to read only once Learning to read in L2 is aided by transference of knowledge and skills acquired in L1 reading

Considering ability (reading) and proficiency (language) issues L2 Proficiency L1 Reading Ability L2 Reading Ability Two additional factors: text type reading task

Identifying similarities between L1 and L2 reading Reading in a L1 shares important basic elements with reading in a L2. Both processes— 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.

Identifying similarities between L1 and L2 reading Reading in a L1 shares important basic elements with reading in a L2. Both processes— 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.

Identifying differences between L1 and L2 reading Differences may be found in— 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.

Identifying differences between L1 and L2 reading Differences may be found in— Language awareness among L1 and L2 readers Time involved in learning to read academic language Reading fluency — L2 readers read slower than L1 readers Motivation

Identifying differences between L1 and L2 reading Differences may be found in— Oral English proficiency Background knowledge Context in which literacy is developed Learner’s position on the path to literacy

Summary In this video lecture, we have talked about – A definition of reading Key aspects to keep in mind when working with L2 readers The learning to read / reading to learn continuum 4 similarities and 10 differences between L1 and L2 reading The interdependence among L2 reading ability, L2 proficiency, and L1 reading ability

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 (2nd 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 (2nd ed.). 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.