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The level of L1 literacy of immigrant children varies depending on multiple factors such as age, years of schooling in L1, quality of the schools, teachers, curriculum, reading comprehension, access to books, and home literacy.
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Apr 5, 2018 · Strong L1 oral and literacy skills, at least in immigrant populations, are known to facilitate the development and use of corresponding skills in a second language (Collier, Reference Collier 1987).
- Danijela Trenkic, Meesha Warmington
- 2019
- Interdependence Between L1 Listening Comprehension and L2 Reading Comprehension
- Immigrant Bilingualism and Third Language Learning
- L1 Use and Mathematics Achievement
- L1 Exposure and L1/L2 Proficiency
To elucidate the role of L1 in L2 reading—a key indicator of educational success and a crucial prerequisite for succeeding in school and later in life—we determined how language-minority students’ listening comprehension in L1 relates to their reading comprehension in L2 (Edele & Stanat, 2016). Reading models, including the prominent simple view of...
The cognitive perspective also posits that bilingualism—that is, combined proficiency in L1 and L2—entails cognitive advantages. In particular, bilingualism is often assumed to benefit the acquisition of an L3. Previous research does, in fact, indicate that bilingualism is helpful for L3 learning in bilingual school contexts (for overviews, see Cen...
In addition to analyses of potential cognitive mechanisms associated with L1 proficiency, we investigated whether speaking L1 might entail advantages for language-minority students’ educational success due to a communicative mechanism, as suggested by the cultural perspective. According to the theory of segmented assimilation, language-minority stu...
As described above, other theoretical notions view L1 as detrimental or, at best, irrelevant for educational success (see Section ‘L1 as irrelevant or detrimental for educational success’). In line with the time-on-task hypothesis, prior studies (e.g., Azzolini et al., 2012; Duursma et al., 2007; Leseman et al., 2009; Müller & Stanat, 2006; Scheele...
- Aileen Edele
Dec 1, 2017 · This qualitative study addresses two questions related to access to social services for adult newcomers with limited L1 print literacy skills: First, what barriers do LESLLA clients experience...
- Theresa Wall
Sep 12, 2024 · At the same time, these knowledge sources such as L1 literacy level (e.g., alphabetics, vocabulary, text structure) and L2 proficiency (e.g., grammatical form, vocabulary knowledge, linguistic distance) are hypothesized to interact synergistically, not additively, to support L2 reading.
Presenting findings from 92 post-2000 articles, we examine research into these practices, what factors influence their occurrence, how they influence immigrant children's development of literacy in the societal language, and what factors seem to moderate or mediate the effects of home literacy activities on societal-language literacy.
immigrants only reach the level of average academic performance by age-equivalent L1 English peers once they have caught-up with them on academic English: a period of 4 to 10 years (see also Strand et al., 2015). Other research suggests that rather than disappearing with improved language proficiency, the achievement
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What is the level of L1 literacy of immigrant children?
Will immigrant children lose their language skills in L1?
Should literacy in L1 and L2 be supported?
Are home language and literacy practices beneficial to immigrant children's literacy development?
Do immigrant families engage in oral language and literacy activities at home?
Can immigrant children become bilingual and bi-literate?
