L2 Reading in Multilingual Eritrea: The Influences of L1 Reading and English Proficiency

Autor/inn/en	Asfaha, Yonas Mesfun; Beckman, Danielle; Kurvers, Jeanne; Kroon, Sjaak
Titel	L2 Reading in Multilingual Eritrea: The Influences of L1 Reading and English Proficiency
Quelle	In: Journal of Research in Reading, 32 (2009) 4, S.351-365 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
Schlagwörter	Reading Comprehension; Reading Difficulties; Reading Research; Language of Instruction; Multilingualism; Foreign Countries; Grade 4; English (Second Language); Second Language Learning; Language Proficiency; Predictor Variables; Correlation; Educational Theories; Learning Theories; Alphabets; African Languages; Eritrea + Suchen Sie Ihr Suchwort? Leseverstehen; Reading difficulty; Leseschwierigkeit; Leseforschung; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Prädiktor; Korrelation; Educational theory; Theory of education; Bildungstheorie; Learning theory; Lerntheorie; Buchstabenschrift; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache
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. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10