Reading in the second language classroom: Consideration of first language approaches in second language contexts

Abstract

This article reviews research on how three first language (L1) approaches designed to promote reading and other literacy skills have been applied to second language (L2) classrooms in Norway: The Early Years Literacy Programme (EYLP), Reading and Writing Workshops, and Readers Theatre (RT). Key ways that L2 readers differ from L1 readers are initially addressed, high-lighting the needs of L2 readers. Following Grabe (2009), L2 readers would benefit from a balanced approach to developing their reading skills, one that incorporates both implicit and explicit teaching and learning. Implicit learning involves plenty and frequent reading input, for example through extensive reading. Explicit learning involves, for example, the development of learners’ metacognitive and metalinguistic awareness, and an understanding of what it means to be a strategic reader. Benefits and challenges involved in the implementation of the three approaches are addressed. With the exception of RT, no research is known to exist at present on how these approaches have been adapted to L2 contexts outside of Norway. The research in Norway shows that each approach can help English as a foreign language (EFL) learners to develop their reading skills both implicitly and explicitly, as well as their metacognition, but that there are challenges, especially of a practical nature, involved in their implementation. Of the three, RT is arguably the easiest to apply to an L2 context.Keywords: L1/L2 reading approaches, implicit/explicit learning, metacognitionLesing i andrespråksklasser: Overveielser over førstespråkstilnærminger i andrespråkskonteksterSammendragDenne artikkelen går gjennom forskning på hvordan tre tilnærminger til lese- og skriveopplæring i førstespråket er blitt anvendt i andrespråksundervisning i Norge: The Early Years Literacy Programme (EYLP), lese- og skriveverksted, og leseteater. Innledningsvis diskuteres viktige forskjeller mellom førstespråkslesing og andrespråkslesing, med vekt på andrespråksleseres behov. Med utgangspunkt i Grabe (2009), vil andrespråkslesere dra fordel av en balansert tilnærming til å utvikle leseferdigheter, en tilnærming som inkluderer både implisitt og eksplisitt læring. Implisitt læring innebærer mye og hyppig lesing, for eksempel gjennom ekstensiv lesing. Eksplisitt læring innebærer for eksempel utvikling av elevenes metalingvistiske og metakognitive bevissthet og en forståelse av hva det betyr å være en strategisk leser. Fordeler og utfordringer ved å implementere disse tre tilnærmingene blir omtalt. Med unntak av leseteater, kjennes det ikke til forskning på hvordan disse tilnærmingene har blitt tilpasset andrespråkskontekster utenfor Norge. Forskning i Norge viser at hver av de tre tilnærmingene, både implisitt og eksplisitt, kan hjelpe elever til å utvikle sine leseferdigheter og metakognisjon, men at det fins utfordringer, særlig av en praktisk art, når de skal anvendes i andrespråkssammenheng. Av de tre tilnær-mingsmåtene synes leseteater å være den enkleste å anvende.Nøkkelord: førstespråkslesing, andrespråkslesing, implisitt/eksplisitt læring, metakognisjon

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