LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 13:9 September 2013
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
Assistant Managing Editor: Swarna Thirumalai, M.A.

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A Paucity of L2 Learning Strategies among Preliterate Learners -
A Case Study

Meenakshi Barad Sirigiri, M.A., PGCTE, M.Phil., Ph.D.

Abstract

Studies have demonstrated the importance of literacy in the first language for students’ full development of proficiency in the language of instruction and subsequent academic success. (Collier, 1992; Hakuta, 1986; Snow, 1990). Furthermore, studies have consistently indicated that academic and linguistic skills transfer to the second language, even in the case of languages with dissimilar writing systems (Au, 1993; Cummins, 1991; Ovando & Collier, 1998). Learners who are preliterate can vary widely in their experience of literacy, and these different experiences may influence their approach to language and literacy learning. This paper examines the strategic disadvantage of preliterate learners with special focus on one such group, the ‘Patkar’ learners.

Firstly the main advantages of learners’ L1 literacy are presented. Selected studies on the effect of L1 literacy on L2 learning provide insights into aspects of transfer. Finally the situation of learners from one such preliterate community, the Patkar community is discussed.

Key words: Literacy, learning strategies, preliterate learners, transfer

Introduction

Literacy skills both reading and writing are critical skills for students all over the world. Educators Grabe and Stoller (2002) assert, "As we enter a new century, productive and educated citizens will require even stronger literacy abilities (including reading and writing) in increasingly larger numbers of societal settings" (p. 1). However, most research on writing development has focused on learners who are literate in their first language. Very few studies have examined the L2 writing of preliterate learners. These learners come from diverse backgrounds and have widely differing experiences with literacy in their first languages. A number of factors influence the ways that learners’ English literacy develops and the progress that different learners will make in learning to read and write in English. They include level of literacy in the first language and in English, oral language proficiency in English, educational background, personal goals for learning English, and the structure and writing system of the first language. These factors must be taken into account in all areas of teaching. This paper describes how one of these factors-literacy in the first language-can affect the development of the writing skill in English and the problems faced by preliterate learners with special focus on Patkar learners whose L1 does not have a script.

Literacy in the First Language

Huntley (1992) describes four types of literacy in the first language (L1) that affect English literacy development and should be considered in ESL literacy instruction: preliterate, nonliterate, semiliterate, and non-Roman alphabet literate. Birch (2002) adds to these types nonalphabet literate.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dr. Meenakshi Barad Sirigiri, M.A., PGCTE, M.Phil., Ph.D. (ELE)
Associate Professor and Head
Department of Humanities and Sciences
Aurora’s Scientific Technological Research Academy
Bandlaguda
Hyderabad 500 005
Andhra Pradesh
India
meeenbs@gmail.com
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