When planning instruction after noting L1 reading strength, what is a reasonable teacher approach?

When planning instruction after noting L1 reading strength, what is a reasonable teacher approach?

• A. Assume L2 reading will be strong without instruction.
• B. Use L1 strengths to teach L2 by teaching transfer of strategies.
• C. Ignore L2 instruction until L1 is mastered.
• D. Only focus on decoding in L2.

Answer: (B)

Leveraging the student’s L1 reading strengths to teach L2 through transfer of strategies is effective because it connects what the student already does well with new language tasks. When a reader in the first language can decode smoothly, recognize text structures, and monitor understanding, these same strategies can be taught explicitly for use with English or another second language. By showing how to apply predicting, questioning, clarifying, and summarizing in L2 as mirrors of what they already do in L1, the teacher helps the student transfer successful habits rather than starting from scratch. For example, if a strong L1 reader uses predicting from a title and prior knowledge, the teacher can model and practice doing the same with L2 texts, then guide the student to adapt vocabulary strategies (like using cognates and context clues) to build meaning. This approach also supports comprehension, not just decoding, because it centers on how to think while reading and how to apply known strategies in a new language. Relying on the assumption that L2 will be strong without instruction neglects the need to learn how to apply those skills in the second language. Waiting to address L2 until L1 is mastered can miss opportunities to transfer useful strategies, and focusing only on decoding in L2 ignores how meaning is constructed from text.

Leveraging the student’s L1 reading strengths to teach L2 through transfer of strategies is effective because it connects what the student already does well with new language tasks. When a reader in the first language can decode smoothly, recognize text structures, and monitor understanding, these same strategies can be taught explicitly for use with English or another second language. By showing how to apply predicting, questioning, clarifying, and summarizing in L2 as mirrors of what they already do in L1, the teacher helps the student transfer successful habits rather than starting from scratch.

For example, if a strong L1 reader uses predicting from a title and prior knowledge, the teacher can model and practice doing the same with L2 texts, then guide the student to adapt vocabulary strategies (like using cognates and context clues) to build meaning. This approach also supports comprehension, not just decoding, because it centers on how to think while reading and how to apply known strategies in a new language.

Relying on the assumption that L2 will be strong without instruction neglects the need to learn how to apply those skills in the second language. Waiting to address L2 until L1 is mastered can miss opportunities to transfer useful strategies, and focusing only on decoding in L2 ignores how meaning is constructed from text.