READING IN A SECOND LANGUAGE: A READING PROBLEM OR A LANGUAGE PROBLEM?

Abstract

This papers addresses an on-going debate about whether reading in a second language is different than reading in the first language. The focus here centers on a student population such as the one at the University of Arizona, specifically adult L2 readers who are literate in their native language. After reviewing the relevant literature, 1examine recent case studies that illustrate the varying degrees to which readers are able to access their Ll knowledge when reading in a second language, touching on issues such as reading strategies, language use, metalinguistic knowledge, the ways in which the Ll influences L2. and biliteracy. I conclude by discussing implications for instruction.