Best Practices in Teaching Logographic and Non-Roman Writing Systems to L2 Learners

Abstract

The past few decades have witnessed a growing interest in how second language (L2) learners come to read in languages employing non-alphabetic writing systems such as Chinese and Japanese and languages employing non-Roman alphabetic systems such as Arabic and Hebrew. Indeed, with efforts afoot to begin more programs in these languages at the K-12 and collegiate levels, in immersion and bilingual settings, and with stated goals for students to eventually attain high levels in reading proficiency, an understanding of this research is critical if program development is to go forward in a principled way. This article discusses some of the theoretical developments that have helped illuminate the cross-orthographic reading process and reports on the relevant research in L2 cross-orthographic reading that has shaped our understanding of the issues involved in learning to read in languages that employ non-Roman alphabetic, logographic, and syllabary systems of writing. The article will also discuss teaching implications, strategies, and classroom practice put forth by reading practitioners, many of which have yet to find consensus.

The Effect of Radical‐Based Grouping in Character Learning in Chinese as a Foreign Language

“…At the same time, the number of radicals that students encounter makes it difficult for students themselves to generate systematic rules to decompose characters (e.g., Everson, ), especially because students often do not have enough opportunities to reencounter radicals in different characters after initially learning them (Shen, ). An item is better memorized when it repeatedly occurs (Ellis, ).…”

L2 learners' attitudes toward, and use of, mnemonic strategies when learning Japanese kanji

“…In fact, Walton () claimed that it takes English‐speaking students of Japanese three times as long to acquire the same level of proficiency as European languages. More recently, Everson () used a study of language training required for State Department employees (Jackson & Malone, ) to suggest Japanese takes at least four times as long to acquire as European languages do. Another study has linked students' difficulties in learning Japanese to a high attrition rate in Japanese language programs at Australian universities—especially in the case of learners from an English‐speaking background (Kato, ).…”

Chinese L2 literacy practices: material and sociocultural considerations

“…Hanyupinyin functions as an important means of recording pronunciation for later practice and reference for Chinese L2 learners (Lee-Thompson 2008). Chinese literacy research has provided evidence that phonological awareness and knowledge are essential for character recognition and reading (Everson 2011;McBride-Chang et al 2008;Perfetti, Liu, and Tan 2005;Wang, Liu, and Perfetti 2004). Moreover, current studies have demonstrated a correlation between lexical tone knowledge and word recognition (cf.…”

“…I believe it gives us a more holistic understanding of how literacy practices arise and that such an approach is essential for designing balanced instruction. Teachers need to recognize that different orthographies require unique awareness and attention that must respond to the writing system's material characteristics (Everson 2011). Teacher training could include courses that focus attention on the structure of the L2 orthography and discuss literacy practices that help familiarize learners with the components of the L2 writing system.…”

“…Although writing is a mode that is shared by many societies, it does not mean that it is used to communicate/represent in the same way nor does it suggest that all writing scripts offer the same range of affordances (Kress 2009). Indeed, a logographic language like Chinese provides unique meaning potentials that require a different set of cognitive skills than alphabetic ones like English (Everson 2011;Kenner and Kress 2003;Suárez and Goh 2007;Wang, Liu, and Perfetti 2004;Wang, Perfetti, and Liu 2005).…”