Abstract
Statement of Problem: The purpose of this study is to understand the role of first language (L1) transfer of Russian and Ukrainian ELLs and to examine how it affects second language (L2) acquisition in terms of English reading. This study will interview fifth-grade Russian and Ukrainian ELLs about their reading knowledge and reading practices in their L1 and see if these literacy skills have influenced their reading in the English language. The role of L1 and its association to L2 has been an important part in bilingual research; research states that when students are reading in L2, they are transferring their literacy skills and are using their L1 as a reading strategy (Jiang, 2011). This study will also interview fifth-grade teachers to gather data on their experience working with Russian and Ukrainian ELLs and their thoughts and beliefs about reading and the role of L1 and its effect on second language acquisition. In addition, the study will look at student report cards to see if there is an association between their grades and their reading practices. Sources of Data: This study presents findings from individual, semi-structured interviews with fifth-grade teachers and fifth-grade Russian and Ukrainian ELLs. In addition to the individual teacher and student interviews, student report cards were examined and evaluated to see if there is an association between the student’s grades and their reading practices. Conclusions Reached: The conclusions of the research on the subject are confirmed by the study. The teachers, all with multiple years of experience working with and teaching ELLs, all agree that maintaining good reading practices in both L1 and L2 is essential to proper L2 acquisition. The students’ reading practices and abilities in their L1, also largely reflect their L2 proficiency. The teachers also agree that parent involvement is very important, and that this is an area where the Russian and Ukrainian ELL populations could improve.