L2 reading in multilingual Eritrea: The influences of L1 reading and English proficiency

Abstract

A major question in L2 reading research is whether L2 reading is a language or a reading problem. Existing research, mainly carried out in Western contexts, demonstrates that L2 reading is influenced by L1 reading and L2 proficiency. This study applied the L2 reading theory in a non-Western context (Eritrea, East Africa) with L1 reading acquired in multiple languages and scripts. Nine languages and three scripts (syllabic Ge'ez, alphabetic Latin and consonantal alphabetic Arabic) are used in Eritrean primary schools. English is the language of instruction in secondary schools and further education. This research investigated L1 and L2 (English) reading among 254 fourth graders randomly selected from schools with different languages and scripts. Regression analysis revealed that L1 reading comprehension and L2 language proficiency significantly predicted L2 reading with both variables explaining 27% of the variance in L2 reading. L1 script was not a significant predictor of L2 reading in English. The study also showed that L1 language proficiency, L2 reading and L1 script significantly predicted L1 reading.One of the central questions in second language reading research deals with the role of second language (L2) proficiency and first language (L1) reading skills in the process of learning to read in a second language (Alderson, 1984;Bernhardt, 2005;Bernhardt & Kamil, 1995). While there has been considerable research on this matter in Western countries, there has been a notable lack of research carried out in the African context, where issues of access to adequate resources in reading and second language acquisition are at the forefront. L2 reading is particularly relevant in many African countries where the main language of education is English, often being the L2 or L3 of the students. While research (Bernhardt, 2005;Bernhardt & Kamil, 1995;Bossers, 1991;Carrell, 1991) has shown that L2 language proficiency and L1 reading play primary roles in predicting L2 reading in developed Western contexts, it remains to be seen whether this also holds for the acquisition of L2 reading in non-Western developing countries. Another factor, which has not been adequately explored in the existing studies, is whether and how the script in which L1 is acquired affects L2 reading acquisition in another script. The current research focuses on exactly these under-explored areas: the relationship between L1 and L2 reading in an African context as well as the role of script in L2 reading.

Cross‐language transfer of orthographic processing skills: a study of French children who learn English at school

“…Indeed, achieving a certain level of L2 proficiency has been recognised as a key factor in considering literacy transfer as suggested by the concept of 'linguistic threshold' (Cummins, 2000). L2 proficiency might be expected to explain differences in orthographic processing as the more a word is encountered during reading, the more likely is its spelling to be known (Cunningham & Stanovich, 1990, 1991; see also Asfaha, Beckman, Kurvers & Kroon, 2009;Morfidi et al, 2007 for evidence in, respectively, Eritrean and Dutch children learning English). In addition, decoding skills have been shown to be relevant in predicting lexical orthographic skills in monolingual studies (Bowey & Miller, 2007;Cunningham, 2006;Cunningham, Perry, Stanovich & Share, 2002;De Jong & Share, 2007;Kyte & Johnson, 2006), and so were also examined.…”

Foreign Language Teacher Trainees' Reading Attitudes

“…For example, in the research conducted by Asfaha, Beckman, Kurvers, and Kroon (2009), the researchers investigated whether L2 reading is a language or a reading problem.…”

Understanding the centrality deficit: Insight from foreign language learners

“…L2 proficiency is a clear predictor of L2 comprehension when comprehension is measured by open-ended questions (e.g., Asfaha, Beckman, Kurvers, & Kroon, 2009), cloze procedure (e.g., Gottardo & Mueller, 2009), and quantity of ideas recalled (Fecteau, 1999), so we expect that when low proficiency L2 readers are reading L2 passages that they will also show a more striking centrality deficit than high proficiency L2 readers. The basis for this prediction is that if the centrality deficit is a byproduct of L2 learners having to devote more cognitive resources to lower level processes, then the centrality deficit should be most apparent when a person has lower proficiency in their L2.…”