The Relationship between L1 and L2 Literacy
Some Complicating Factors
Bibliographic Data
| ID | 10816451 |
|---|---|
| Authors | Jill Sinclair Bell (York University, corresponding author) |
| Year | 1995 |
| Volume | 29 |
| Issue | 4 |
| Pages | 687 |
| Publication date | 1995-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3588170 |
| OpenAlex | W1980592928 |
| Language | EN |
| Citations received | 17 |
| References cited | 15 |
This paper explores ways in which the wholesale transfer of assumptions from LI literacy can sometimes complicate the process of acquiring L2 literacy. Using the methods of narrative inquiry, I describe my attempts to reach a deeper understanding of L2 literacy via an autobiographical study of Chinese literacy acquisition. The article describes the ways in which my prior English language literacy experiences affected my progress in the L2 and outlines the very complex set of unconscious assumptions about literacy which were held by my Chinese tutor and myself. Some of the key areas in which my tutor and I held different assumptions about literacy included: the qualities of self which literacy skills display; the value of analytic approaches to learning literacy versus holistic ones; the relationship between form and content; and the signs of a good learner. The article also touches on the emotional impact of this experience and suggests that teachers need to reach a fuller understanding of their unconscious assumptions about literacy if they are to help L2 literacy learners
Linguistics · Literacy · Pedagogy · Educator Training and Historical Pedagogy · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology
Writing, Literacy, and Applied Linguistics
Teaching Writing
Theoretical Perspectives on Writing
Teaching Reading
The Invisible Multilingual Teacher
Pedagogical Practices in Chinese EFL Classrooms
Writing in a foreign language
Tesol and Culture
English Teachers’ Conceptualization of Foreign Language Literacy in Relation to Indonesia’s Gerakan Literasi Sekolah (School Literacy Initiative)
The Case of Chichewa and English in Malawi
Issues in Mandarin language instruction
Narrative Inquiry
Critical Practice in Community-Based ESL Programs
Reporting and Publishing Narrative Inquiry in Tesol
I May Be a Native Speaker but I'm Not Monolingual”
Native Chinese‐Speaking K–12 Language Teachers' Beliefs and Practices
Shall we delay teaching characters in teaching Chinese as a foreign language
Bilingual education of children
Cross-cultural approaches to literacy
The Psychology of Literacy
Metahistory
Communicative competence
Literacy in Theory and Practice
Ways with Words
Second Language Reading
Rhythms in teaching
Amish Literacy
Second Language Acquisition Studies
Writing in A Bilingual Program
Reading-Writing Relationships in First and Second Language
Continua of Biliteracy
The Relationship Between First- and Second-Language Reading Comprehension of Occupation-Specific Texts
| Citations per year | 0.61 |
|---|---|
| Citation span | 1998 - 2021 (24) |
| Highly cited | No |