Sociocultural Research on L2 Reading in L1 Settings: A Critical Review on the Past 30 Years

Autor/in	Choi, Lee Jin
Titel	Sociocultural Research on L2 Reading in L1 Settings: A Critical Review on the Past 30 Years
Quelle	In: English Teaching: Practice and Critique, 18 (2019) 4, S.429-449 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
DOI	10.1108/ETPC-09-2018-0080
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Elementary School Students; Reading Skills; Native Language; Middle School Students; High School Students; Literacy; Reading Research; Multilingualism; Sociocultural Patterns + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Reading skill; Lesefertigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Alphabetisierung; Schreib- und Lesefähigkeit; Leseforschung; Mehrsprachigkeit; Multilingualismus; Soziokulturelle Theorie
Abstract	Purpose: With an increasing emphasis on the reading development of L2 learners of English and a growing body of literature on L2 reading, it is now time to examine what the current research on L2 reading says about L2 learners' reading development and to discuss what would be a desirable future for L2 reading studies. Focusing on the L2 reading of upper elementary, middle and high school students in L1 settings, this study aims to carefully, but critically, explore the major research studies published in the past three decades. In particular, it uses sociocultural and critical frameworks that view language as a social phenomenon and literacy as a constellation of socially contextualized practices to explore the issue of L2 reading. Design/methodology/approach: To identify key findings about L2 reading, a systematic literature review of studies examining L2 reading in L1 settings was conducted. A critical examination and analysis of 91 studies on L2 reading for upper elementary students (Grades 4-12) are presented here. Based on the literature review, the major issues addressed in the previous section are revisited, and the requirements of future research on L2 reading are discussed. Findings: Three major changes have taken place in L2 reading studies--from monolingual/L1-based research to multilingual/L2-based research; developing the socially situated model of literacy (literacies); and adopting a sociocultural and critical lens: L2 reading and L2 reading assessment. Based on the critical review of the major research studies published in the past three decades, this paper identifies the research and approach required to advance the field of L2 reading: the continua of L1 and L2 reading, macro-micro analysis of L2 reading context and diversification of L2 reading research. Originality/value: Based on a systematic literature review, it demonstrates the current trends in L2 reading research, to examine the key findings and implications, and to identify what additional research or paradigms are required to advance the field. The literature review presented in this paper helps language educators, policy-makers and school administers at all levels in both first-and second-language contexts to better understand the rapidly increasing number of L2 English learners in L1 classroom settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01