L1, quantity of exposure to L2, and reading disability as factors in L2 literacy skills

Farukh, Ammara; Vulchanova, Mila

doi:10.1515/9783110378528-015

Cited by 4 publications

(4 citation statements)

References 23 publications

(33 reference statements)

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“…Review of the Related Literature L2 learning depends on L1 learning skill, and thus syntactic, semantic, and phonological skills of L1 determine L2 achievements. Resultantly, according to Farukh and Vulchanova (2015), one's abovementioned skills in L1 contribute largely to one's successful learning of L2. It is observed that L1 and L2 follow the same fundamental process of learning, and, therefore, any shortcomings in the skills of L1 reflect and refer back to the weakness in the system of L2 (Farukh & Vulchanova, 2015;Ganschow, Spark & Javorsky, 1998).…”

Section: Objective Of the Studymentioning

confidence: 99%

“…The very neural procedures undergone by L1 in its acquisition are followed by L2 also, in its acquisition, is attested by evidence; however, some resources, including exposure to the target language, age, and degree of mastery are required additionally by L2 learning (Farukh & Vulchanova, 2015;Perani & Abutalebi, 2005).…”

Section: Objective Of the Studymentioning

confidence: 99%

“…Different languages follow the same activation patterns of the brain, even though these patterns get regulated by several factors (Farukh & Vulchanova, 2015;Perani & Abutalebi, 2005). According to Ganschow, Sparks, and Javorsky (1998), the dependence of L1 and L2 is proved to be on the same inherited generic systems, due to which deficiency in a skill, like that of phonology or orthography of L1, affects the systems of L2.…”

Section: Objective Of the Studymentioning

confidence: 99%

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A Test-Based Confirmatory Study of the Existence of an Underlying Relationship between Linguistic and Mathematical Skills

Farukh

Ali

Ahmad

2020

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The present study intended to explore the relationship of second language (L2) skills with first language (L1) skills, and mathematics skills. Language skills and mathematical skills share the same sub-skills, the same regions in the brain for their processing, and similar psychological development (Purpura & Ganley, 2014). Language skills and mathematics skills are shown to be monitored and operated from the same regions of the brain, therefore there is a strong possibility that these skills would be concurrent predictors of one another and could correlate significantly with one another. To test this hypothesis, scores of one hundred girls (of 11 years of age in the subjects of English, Urdu, and mathematics in the grade 5 examination conducted under Punjab Education Commission) were taken as participants. Their statistical analyses confirmed the existence of a strong correlation among L1, L2, and mathematical skills.

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Section: Objective Of the Studymentioning

confidence: 99%

Section: Objective Of the Studymentioning

confidence: 99%

Section: Objective Of the Studymentioning

confidence: 99%

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A Test-Based Confirmatory Study of the Existence of an Underlying Relationship between Linguistic and Mathematical Skills

Farukh

Ali

Ahmad

2020

ojs

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“…The consequences of this variety of educational approaches have not been fully investigated, but these different techniques could be influencing how children learn to read in a second language. For instance, it has been demonstrated that being more exposed to second language impacts positively on language learning ( Farukh and Vulchanova, 2015 ). Thus, it is essential to determine the role of school and to ensure teachers know how to help students read in their second language.…”

Section: Introductionmentioning

confidence: 99%

Influences of First and Second Language Phonology on Spanish Children Learning to Read in English

2022

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Children learning to read in two different orthographic systems are exposed to cross-linguistic interferences. We explored the effects of school (Monolingual, Bilingual) and grade (2nd, 4th, and 6th) on phonological activation during a visual word recognition task. Elementary school children from Spain completed a lexical decision task in English. The task included real words and pseudohomophones following Spanish or English phonological rules. Using the mouse-tracking paradigm, we analyzed errors, reaction times, and computer mouse movements. Children in the bilingual school performed better than children in the monolingual school. Children in higher grades performed better than children in lower grades. The interference effect of Spanish phonology was weak and became weaker in higher grades. Spanish children differentiate between first and second language grapheme-to-phoneme correspondences since early on in the educational process. In 6th grade, children from the bilingual school responded better to words and Spanish pseudohomophones, while children from the monolingual school were less distracted by the English pseudohomophones. Children in the bilingual school had stronger inhibition of Spanish (L1) phonology and stronger activation of English (L2) phonology. Instructional method plays an important role on the processing strategies Spanish children rely on when reading in English. School and grade influence the link between orthographic and phonological representations.

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English reading performance by Spanish speaking children: A phonologically or semantically mediated pathway?

Suárez-Coalla,

Castejón,

Vega-Harwood

et al. 2023

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Reading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader’s native language is consistent and learners live in a monolingual context, as is the case in Spain. This may cause difficulties in learning the grapheme-phoneme-conversion-rules and using different grain size units. The aim of this study was to address the reading strategies that Spanish children use when reading in English. We considered the influence of word length, lexical frequency, orthographic consistency (in onset, nucleus, coda, and rime), and semantic knowledge on word reading. We analyzed speed and accuracy in a reading aloud task of English words from 94 Spanish-speaking children (fourth, fifth and sixth grade). Participants also completed a translation task into Spanish taken from the previous English ones. Results showed the influence of word length in accuracy, as well as that of children's grade, onset consistency, and semantic knowledge on both accuracy and reading speed. Regarding sublexical units, onset reading accuracy was determined by onset consistency in all grades; nucleus accuracy was determined by rime consistency only in the sixth grade and coda accuracy by rime consistency in the fifth and sixth grades. The present study demonstrates the relevance of Spanish children's semantic knowledge when reading in English. Despite this, and in line with the statistical learning perspective, some regularities are used in correlation with greater reading experience in English.

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L1, quantity of exposure to L2, and reading disability as factors in L2 literacy skills

Cited by 4 publications

References 23 publications

A Test-Based Confirmatory Study of the Existence of an Underlying Relationship between Linguistic and Mathematical Skills

A Test-Based Confirmatory Study of the Existence of an Underlying Relationship between Linguistic and Mathematical Skills

Influences of First and Second Language Phonology on Spanish Children Learning to Read in English

English reading performance by Spanish speaking children: A phonologically or semantically mediated pathway?

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