L2 reading in multilingual Eritrea: The influences of L1 reading and English proficiency

A major question in L2 reading research is whether L2 reading is a language or a reading problem. Existing research, mainly carried out in Western contexts, demonstrates that L2 reading is influenced by L1 reading and L2 proficiency. This study applied the L2 reading theory in a non‐Western context (Eritrea, East Africa) with L1 reading acquired in multiple languages and scripts. Nine languages and three scripts (syllabic Ge'ez, alphabetic Latin and consonantal alphabetic Arabic) are used in Eritrean primary schools. English is the language of instruction in secondary schools and further education. This research investigated L1 and L2 (English) reading among 254 fourth graders randomly selected from schools with different languages and scripts. Regression analysis revealed that L1 reading comprehension and L2 language proficiency significantly predicted L2 reading with both variables explaining 27% of the variance in L2 reading. L1 script was not a significant predictor of L2 reading in English. The study also showed that L1 language proficiency, L2 reading and L1 script significantly predicted L1 reading.