Midterm_Sentence Structures

one of the challenges for educators working in multilingual settings has been to identify the causes of reading difficulties of language learners (LLs).

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It is difficult to distinguish between reading problems stemming from low levels of linguistic proficiency versus more general reading-learning difficulties.

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And, there is now growing research evidence of cross-language transfer in different literacy processes.

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Literacy components that they reflect language-independent, metalinguistic processes show similarities across the two languages of students.

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Some examples are phonological awareness, syntactic awareness, knowledge of genres and meaning-making strategies

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A possible way to use cross-language transfer as a diagnostic tool is proposed.

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If children have had enough exposure to and possibly instruction in their first language (L1) we can assess their skills and insights in L1.

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For language learners have these skills and insights in their strong L1, we can expect transfer to their second language (L2).

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If they do not have these skills and insights in their L2 yet, it indicates a delay due to limited language proficiency, and not because of a disability.

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This way LLs who just need more L2 practice and exposure can distinguished from those LLs who truly have special needs.

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