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2 results

  • 8 - L1 and L2 Reading Relationships

  • from Part II - Patterns of Variation in Reading
  • William Grabe, Northern Arizona University, Junko Yamashita, Nagoya University, Japan
  • Book:
    Reading in a Second Language
    Published online:
    01 September 2022
    Print publication:
    08 September 2022, pp 168-194

  • Summary

    Chapter 8: L1 and L2 Reading Relationships. This chapter explores the various factors influencing L2 reading development, describing various more general L1–L2 differences in reading development, the impact of L1 transfer on L2 reading relative to L2 developmental influences, the role of non-language-specific underlying cognate abilities, and issues of L1-L2 distance and dual language processing. A key conclusion is that L2 reading development emerges out of a combination of L1 transfer and L2 language skills as a dual-language processing system. The chapter first identifies fifteen ways in which L1 reading and L2 reading differ under linguistic differences, cognitive and educational differences, and socio-cultural and institutional differences. Specific relationships between L1 and L2 reading are described in line with four theoretical perspectives: The Interdependence Hypothesis, the Common Underlying Cognitive Processing framework, the Transfer Facilitation Model, and the Language Threshold Hypothesis. The chapter concludes with implications for instruction.

  • Interdependence between L1 and L2: The case of Syrian children with refugee backgrounds in Canada and the Netherlands

  • Elma Blom, Adriana Soto-Corominas, Zahraa Attar, Evangelia Daskalaki, Johanne Paradis
  • Journal:
    Applied Psycholinguistics / Volume 42 / Issue 5 / September 2021
    Published online by Cambridge University Press:
    15 July 2021, pp. 1159-1194
    • Article
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  • Children who are refugees become bilingual in circumstances that are often challenging and that can vary across national contexts. We investigated the second language (L2) syntactic skills of Syrian children aged 6-12 living in Canada (n = 56) and the Netherlands (n = 47). Our goal was to establish the impact of the first language (L1 = Syrian Arabic) skills on L2 (English, Dutch) outcomes and whether L1–L2 interdependence is influenced by the length of L2 exposure. To measure L1 and L2 syntactic skills, cross-linguistic Litmus Sentence Repetition Tasks (Litmus-SRTs) were used. Results showed evidence of L1–L2 interdependence, but interdependence may only surface after sufficient L2 exposure. Maternal education level and refugee camp experiences differed between the two samples. Both variables impacted L2 outcomes in the Canadian but not in the Dutch sample, demonstrating the importance to examine refugee children’s bilingual language development in different national contexts.