This study examined the participation of preschool children (mean age 5;1) in two literacy-related activities — talking about a book with their mothers and subsequent independent retelling of the story. Sixty-two mother—child dyads from low-income families participated. Analysis of bookreading and story retelling transcripts revealed wide variability in extratextual talk during bookreading by both children and mothers. Children's responsive, but not spontaneous, extratextual book talk was closely associated with maternal types of talk. Children's story retelling skills were not related to the types of talk they produced during bookreading, but were predicted by the extent to which mothers encouraged their active participation during joint bookreading. Implications for bookreading intervention programs are discussed.

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This study examined whether there are bilingual advantages in terms of phonological awareness (PA) for children acquiring two phonologically and orthographically different alphabetic languages and investigated the emergent literacy factors that explain variances in their PA, in comparison to monolingual children. The study participants comprised seventy 5-to 6-year-old Korean-English bilingual children who had attended English-medium kindergartens for at least 2 years and fifty-six Korean monolingual children whose age and L1 oral language proficiency were matched to the bilingual participants. They were tested on a range of PA and emergent literacy skill measures including decoding skills in both Korean and English. The study findings indicated that (1) the bilingual children had a bilingual advantage in PA tasks in both L1 and L2, (2) there was language transfer in processing L1 and L2 PA for both bilingual and monolingual children, and (3) the PA of the two groups was explained by different factors. The results are discussed in terms of language-specific L1 characteristics and the potential effects of instructional differences in language arts.

This study examined Korean English as a foreign language (EFL) learners' ability to establish textual cohesion in English through appropriate selection of reference forms and reference management strategies in their written narrative discourse. It employed both quantitative and qualitative analysis to explore how the languagespecific reference choices and strategies in their first language (L1) may be evident in their second language (L2) discourse production. Participants were Korean adult EFL learners and American native English speakers (NES) in college.Findings from the quantitative analysis of the written narratives showed that the specifically Korean referential strategies of heavily relying on nominals were not evident in the Korean EFL learners' English narrative discourse. However, a closer look at the data with a qualitative approach revealed that the Korean EFL learners' referential strategies were very different from those of the NES. More specifically, the qualitative analysis revealed that, unlike the NES who alternated the use of noun phrases and pronouns strategically to achieve certain discourse effects, the Korean participants did not display such sophisticated use of reference forms within an extended L2 discourse. The findings are attributed to the L1-specific reference management conventions and to the L2 learners' lack of practice and competence in referential strategies at the discourse level.The narrative is one of the most basic genres that second language (L2) learners must master in order to function appropriately in the target language and culture.

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