Elizabeth B. Bernhardt

PROGRESS AND PROCRASTINATION IN SECOND LANGUAGE READING

This chapter presents a model of second language reading that illustrates the evolution of research and thought from the 1970s and 1980s, characterized as being influenced extensively by schema theory and psycholinguistics, and from 1990s thought and research that investigated the interdependence of language and literacy hypothesis versus the threshold hypothesis. The chapter then synthesizes the perspectives by acknowledging the necessary components of a contemporary L2 reading model, including L1 literacy level, L2 knowledge level, recognizing the interactions of background knowledge, processing strategies, vocabulary level, relationships between and among various cognate and non-cognate L1s and L2s, as well as the need to examine emerging L1/L2 readers in addition to adult L2 readers. The review argues for a compensatory processing conceptualization: one that recognizes that knowledge sources act in an interactive, synergistic fashion, not an additive one. Finally, the chapter notes a set of impediments to conducting research in the field: assessing subjects in languages unknown to researchers and the assessment of L1 literacy in an array of languages, and concludes with the recognition that second language reading is a critical area for research and scholarship well beyond the borders of applied linguistics.

Second Language Reading

This article places second language reading into its historical context, tracing the development of the field from the 19th century to the present. Against this backdrop, it focuses on three key areas. First, it discusses the search for a model of second language reading that can accommodate a range of languages, developmental trajectories, and social/affective dimensions. Second, it provides a renewed perspective on the concept of transfer – what is transferred between languages when a literate or nonliterate first-language reader attempts to understand in a second. Third, it argues for a greater recognition of the import of the social context in comprehension.

The Text as a Participant in Instruction

Texts are generally perceived as providing the curriculum. As such, they are viewed as objects that school boards, teachers, students, parents, etc., use and make decisions about. Rarely are they seen as dynamic forces that can change and grow in concert with their readers. Taking the latter view, this article explores the dynamic, interactive relationship between texts and their teacherand student-readers, and suggests instructional and educational implications resulting from these interactions.

A Content Analysis of Reading Methods Texts: What are we Told about the Nonnative Speaker of English?

This paper focuses on how second-language children are portrayed in reading and language arts methods textbooks and in practice-oriented reading and language arts journals. Seventy-five textbooks and three journals published between 1980 and 1992 were examined for (a) their labelling of second-language children, (b) their use and application of second-language research, and (c) their instructional strategies. Although there is a high probability that inservice and preservice teachers have had some contact in professional fora with issues in second-language reading, professional writings do not provide a thorough discussion of second-language learners that reflects the current knowledge base.

Book ReviewsBruderMary Newton and HendersonRobert T.Beginning Reading in English as a Second Language1986. Center for Applied Linguistics, (Washington, DC).wBarnitzJohn G. Barnitz, Reading Development of Nonnative Speakers of English. 1985. Harcourt Brace Jovanovich, (Orlando, FL).Cook-GumperzJ. (Ed.), The Social Construction of Literacy1986. Cambridge University Press, (32 E. 57th Street, New York, NY 10022.) Softcover. 248 pp.

With debate flaring over reform in reading/language arts instruction in the United States between those who advocate the whole-language approach and those who promote the use of the more traditional skills instruction (Latimer, 1986), no group has more at stake than the English as a second language (ESL) and limited English proficient (LEP) school populations. While whole language advocates promote comprehension of total text as the basis for reading instruction, skills proponents emphasize the study of subcomponents of reading that lead to comprehension. With the ESL and LEP populations by definition different from their peers in English speaking proficiency, behind in English reading capability, and in the process of attempting to keep up or catch up in school, it is not surprising that consideration of this debate is important. While some educators have the luxury of time to debate educational philosophies and to discuss current instructional fads and issues, most schools with limited English proficient students realize that time is of an essence and are impatiently seeking ways to improve the education provided them. It is clear to educators that any time spent on ineffective education would delay the speed with which the limited English proficient are able to cope with situations in which English reading is required.