Presentation on theme: "What’s Similar and What’s Different Between L1 and L2 Reading?"— Presentation transcript:
1 What’s Similar and What’s Different Between L1 and L2 Reading? Neil J. AndersonBrigham Young University, Provo, Utah
2 Introduction – Dr. Neil Anderson Experience working with reading teachers around the globe, addressing particular needs of L2 readers to make sense of textBeliefs:Strong readers emerge from teachers who address issues faced by L2 readersGood 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
3 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) issuesIdentifying similarities between L1 and L2 readingIdentifying differences between L1 and L2 reading
7 Keeping key factors in mind Who are the learners and what are their previous literacy experiences? Literacy in L1Oral language proficiency in L2Age on arrival to the USExpectations of the school experienceTypes of L2 readersParents’ educational levels
8 Learning to read and reading to learn Learning to Read Reading to LearnBeginning Intermediate AdvancedThe Learning/Reading Continuum, Anderson, 2008, p. 58
12 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.
13 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.
14 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.
15 Identifying differences between L1 and L2 reading Differences may be found in—Language awareness among L1 and L2 readersTime involved in learning to read academic languageReading fluency — L2 readers read slower than L1 readersMotivation
16 Identifying differences between L1 and L2 reading Differences may be found in—Oral English proficiencyBackground knowledgeContext in which literacy is developedLearner’s position on the path to literacy
17 Summary In this video lecture, we have talked about – 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
18 ResourcesAnderson, 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.