Literacy and Second Language Oracy

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Elaine Tarone. Literacy and Second Language Oracy

Acknowledgments

Abbreviations

Introduction: Questioning assumptions in SLA research

The cost of disregarding social context in SLA theory-building

The impact of native language literacy on second language literacy

Summary

1. Alphabetic print literacy and phonological awareness

Facets of print literacy

Alphabetic literacy and phonological awareness in a native language

Oral language processing and adult illiteracy

Research on phonological awareness of illiterate adults

A broadening agenda for first language acquisition research

Summary

2. SLA research with low-literate learners

Low literacy among adolescents and adults

Literacy and short-term memory

Literacy, and implicit and explicit learning

Literacy and corrective feedback

Literacy and the order of acquisition in SLA

Summary

3. Methodology

SLA research in a refugee community

Research methodology

Summary

4. Noticing recasts: corrective oral feedback on L2 forms

Recast study on ‘noticing’

Recast study: quantitative analysis

Recast study: qualitative analysis

Summary

5. Working memory and task effects

What language processes must memory models account for?

Task type considerations

Purpose of the elicited-imitation versus recast study

Methodology

Statistical analysis

Results

Discussion

Summary

6. Literacy level and interlanguage

Research questions

Data analysis

Results: grammatical forms used in oral narrative

Discussion

Summary

7. Implications for research and pedagogy

Implications for existing SLA research agendas

A new SLA research agenda: Studying SLA and L2 use in social context

Implications for pedagogy

Call for research

Appendix A. Literacy rating scale

Appendix B. Elicited-imitation sentences

References

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Most importantly, we wish to recognize and thank the Somali teens and adults who agreed to participate in our study. Their time is precious and we are so grateful that they were willing to spend the time to talk to us and complete our many different tasks. We thank Ali Osman for helping us recruit participants, and the Children’s Home Society and the Somali Education Center for allowing us to use their space to meet participants. Thanks to Eileen Watson for being the first to welcome us into Cedar Riverside neighborhood activities in 2001 and for her wise counsel about how to proceed with our research in respectful ways.

This research was supported by the resources of the University of Minnesota in a number of ways. Two University of Minnesota Graduate School Grants in Aid of Research supported our research, one awarded to Elaine Tarone in 2002 and another in 2003 to Martha Bigelow, who also won a single-semester leave to gather data and immerse herself in the community. In 2004 Elaine Tarone and Kit Hansen were given a College of Liberal Arts Graduate Research Partnership Program grant. All these grants funded Kimberly Johnson, Larry Davis, Mike Hinrichs, and Becky Uran Markman, who helped us with research, transcription, and data analysis. Nora Wildgen White is the artist who drew pictures we used to gather the data (see Figure 3.2). The University of Minnesota has also supported our travel to numerous conferences to present versions of the papers upon which this book is based.

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LESLLA Low-Educated Second Language and Literacy Acquisition

NLLSD Native Language Literacy Screening Device

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