It is generally agreed that first language (L1) morphological awareness, the ability to reflect upon, analyze and manipulate morphemes and morphological structure of words, can transfer and facilitate second language (L2) reading subskill acquisition. However, the facilitative role of L1 morphological awareness is unclear in the literature…

Previous studies have examined the predictive significance of the level of phonemic awareness in L2 spelling, but have left the role of phonemic awareness growth relatively unexplored. The aims of the present study were to examine (1) the growth trajectory of phonemic awareness in the kindergarten years; and (2) the unique contribution of initial…

Background: Learning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2…

Problems of dealing with ESL students who are functionally, completely, or semi-literate, or who are not familiar with the Roman alphabet, are outlined, and some solutions to material development and class activities are proposed. Examples and a list of resources are included. (MSE)

Research has found that literacy in the first language of a student of English as a second language (ESL) aids in the acquisition of English, but there has been little exploration of the processes that underlie this. This pilot project investigates children's experiences of literacy in their first language (Hebrew), instruction in strategies…