Cross-language Transfer of Reading Strategies and Knowledge among Korean-English Bilingual Students
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Research has suggested that academic and linguistic skills acquired once through L1 would transfer to L2. The research on cross-language transfer of literacy skills and strategies to date has dealt primarily with Spanish-English bilingual students. Little is known about other bilingual populations who utilize two linguistically distinct languages not sharing the same alphabetic script on this topic. This study examines how Korean-English bilingual students use the two linguistically different languages in their actual reading and whether they transfer reading strategies and knowledge across languages. Based on the findings arising from the multiple case study of Korean-English bilingual middle school students, the study revealed the cross-language transfer of reading strategies and knowledge among the bilinguals. A remarkable finding was that they tended to transfer across languages schematic resources and generalizable reading strategies, rather than linguistic resources. It also demonstrated that they utilized a bilingual strategy of translating, which turned out to be an effective reading strategy. Two languages were processed in a complementary way in their reading processes. This study proposes a theoretical principle with respect to a positive relationship of two dissimilar languages in Korean-English bilingual students’ reading development. It advocates a fundamental pedagogical implication of strategy instruction.
Abstract
Research has suggested that academic and linguistic skills acquired once through L1 would transfer to L2. The research on cross-language transfer of literacy skills and strategies to date has dealt primarily with Spanish-English bilingual students. Little is known about other bilingual populations who utilize two linguistically distinct languages not sharing the same alphabetic script on this topic. This study examines how Korean-English bilingual students use the two linguistically different languages in their actual reading and whether they transfer reading strategies and knowledge across languages. Based on the findings arising from the multiple case study of Korean-English bilingual middle school students, the study revealed the cross-language transfer of reading strategies and knowledge among the bilinguals. A remarkable finding was that they tended to transfer across languages schematic resources and generalizable reading strategies, rather than linguistic resources. It also demonstrated that they utilized a bilingual strategy of translating, which turned out to be an effective reading strategy. Two languages were processed in a complementary way in their reading processes. This study proposes a theoretical principle with respect to a positive relationship of two dissimilar languages in Korean-English bilingual students’ reading development. It advocates a fundamental pedagogical implication of strategy instruction.
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