Academia.eduAcademia.edu
Download Free PDF
paper cover icon
Download Free PDF
paper cover thumbnail

Metacognitive Reading Strategies of Trilingual Readers in Barcelona

Metacognitive Reading Strategies of Trilingual Readers in Barcelona

Profile image of Gonzalo IsidroGonzalo Isidro

2002, Indiana University Doctoral Dissertation

This study investigates the differences in six proficient trilingual (Spanish-Catalan-English) readers' metacognitive strategies when reading in these three languages. The main research method that I used to investigate reading strategies was a think-aloud protocol.

Related Papers

Looking beyond Second Language Acquisition Studies in Tri- and Multilingualism

Metacognitive Reading Awareness of Trilingual Readers in Barcelona

2008 •

Gonzalo Isidro

This article discusses findings on metacognitive reading awareness in three female trilingual readers enrolled at a Catalan university in Barcelona, Spain. Findings indicate these readers were not always aware of the cognitive strategies they used as they read in their first, second and third languages. Data provided enough evidence that the participants drew on several metacognitive reading strategies from various linguistic and metalinguistic sources in three languages. Methods of this multiple case study included in-depth structured and semistructured interviews, participant observations, field observations, and document analyses. This paper adds to relevant literature of metacognitive reading strategies (Fitzgerald: 1995) by presenting a qualitative analysis of metacognitive awareness in trilingual reading.

View PDF
Research on metacognition and reading in a second language

2000 •

Lawrence Jun Zhang

While success in schools is determined by success. Given that students' selfa large array of interacting factors (Williams conceptions are also contributing factors to & Burden, 1999), much is still related to their success in learning, this article makes students' thinking skills and their reading an attempt to examine how research on abilities.

View PDF
A Comparison of the Metacognitive Reading Strategies Used by EFL and ESL Readers

reynaldo maulana

View PDF

Procedia - Social and Behavioral Sciences

Empowering ESL Readers with Metacognitive Reading Strategies

2012 •

Nooreiny Maarof

View PDF

Bilingual Research Journal

The Effects of Metacognitive Reading Strategy Training on the Reading Performance and Student Reading Analysis Strategies of Third Grade Bilingual Students

1994 •

FİLİZ TUNCEL

View PDF

Reading Matrix

The impact of learning multiple foreign languages on using metacognitive reading strategies

2008 •

Salim RAZI

View PDF

Lenguas Modernas

The use of metacognitive strategies in L2 reading

2012 •

Cristian Sanhueza

View PDF

International Journal of Academic Research in Business & Social Sciences

Investigating the Use of Metacognitive Reading Strategies Using Think Aloud Protocol

2022 •

Noor Hanim Rahmat, (Associate Professor, Dr)

Reading is one of the most important skills in the process of learning. It takes place at a metacognitive level where planning, evaluating and monitoring are involved. The use of metacognitive strategies has been identified as an important variable in reading comprehension. This qualitative study reports the pilot study done to investigate the behaviors of EFL readers when they use metacognitive strategies to answer reading comprehension exercises. Specifically, this study compares the behaviors of a high achiever and a low achiever reader using metacognitive strategies. The two EFL readers were purposively chosen to fit the description needed based on the scores obtained for EFL learners from a university English Test. The finding shows that the high achiever is more global when it comes to reading comprehension strategies. On the contrary, the low achiever tends to focus on minute details. Pedagogical implications are revealed by the end of the study.

View PDF
METACOGNITIVE AWARENESS OF READING STRATEGIES OF TURKISH LEARNERS WHO LEARN ENGLISH AS A FOREIGN LANGUAGE

Turan Temur

View PDF
An Examination of the Metacognitive Reading Strategies Used by Native Speakers of Arabic When Reading in English and Arabic

2011 •

Kouider Mokhtari, Negmeldin Alsheikh

Abstract This study examined the metacognitive awareness and reading comprehension strategies used by advanced proficiency ESL readers whose native language is Arabic. The study looked at the perceived use of reading strategies by Arabic native speakers in Arabic and English and their actual use of these strategies in reading academic texts in the two languages.

View PDF
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`  &MLX?JM(QGBPM!PSLM ++1(&'321$2$15$# GGG %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- +5(5. 1$"4$1#.#$,(2 ,(&.2 %(+(!$13." 23(++.' $1- -#$9 8 1(" 1#.+ / $ 9 5$+ GT %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43 /%1,)22).- ! # + . / 7 , % $ ' % - % . 4 3 ! ' 2 ! $ % # )- )% . 4 / 3 -GK?QQGLACPC?EP?BCAGK GCLRM?RMBMQ?OSCJJMQOSCF?LNMQG@JCOSCCQR? RCQGQQCF?W?AMLAJSGBM !JBMARMP2 MECP& ? PPN M PK ?LRCLCPQGCK NPCSL?HMTG?JGB?B?A?BCKGA?W CLCPEJ?AMLR?EGMQ? 3SNJCL?AMLDG?LX?CLKGQGBC?QWCLK GRP?@?HMFGXMOSCQSQ AMKCLR?PGMQAPDRGAMQDSCP?LCVRPCK ?B?K CLRCCLPGOSCACBMPCQ !J?BMARMP?- ?PRF ?. WGIMQOSGCLKCK MQRPBT?PG?Q K ?LCP?QBC AMK @GL?PJ?TGB??ABCKGA?AMLJ?BMACLRC 3SCLRSQG?QK MW TMA?AGBLKC K MQRP?PMLEP?LBCQNMQG@GJGB?BCQCLKGDSRSPC !J?BMARMP?3F?PML 0 SEFNMPQS GLT?JS?@JC?NMWM BGJGECLAG?WAMLDG?LX? CLKGA?N?AGB?BAMKMCQRS B G?L RCWAMKMK ?CQRPMCLCJ# CLRPM!A?BCKGAM %QRSBG?LRGJ "?HMQSBGPCAAGMLBCQAS@PJCLKGD?ACR?QBMACLRCQ?LRCQ BCQAMLMAGB?Q !J?BMARMP?*?QMLC#CLMXOSGCL BCQBCCJM RPM J?BMBCJMAC?LM! RJ?LRGAM  CLJ?5LGTCPQGB?BBCJ0?GQ6?QAMKCGLQNGPCWESGAMLQS @PGJJ?LRCRP?@?HMBC GLTCQRGE?AGBLWQSQK?Q NCPQNGA?ACQAMK CLR?PGMQ !KGQN?BPCQ 3P?' SBCJG?"PSLMBC)QGBPMW 3P' MLX?JM)QGBPM ' MLX?JCXOSGCLCQQMLCJN GJ?POSCQMQRGCLCKGTGB? !KGQ?@SCJMQ 6GARMPG?W  &CJGAG?LMOSGCLCQKCF?LB?BM SL?FCPCLAG?K GVRCA?GLT?JS?@JC !KGQFCPK ?LMQ  )JG?L? !BPG?L? /QA?P % BS?PBM 6?JCPG? 2MBMJDMW ( SK @CPRM AMLOSGCLCQAMK N?PRMNMPBGAF?TGB?QN?P?JCJ?Q!2MQ?PGMW?0?AM NMPQSDGPKCBCAGQGBLBCQCPN ?PRCBCLSCQRP?D?KGJG?!- ?PG?L?W?6 ?JCPGR?NMP QCPKGQQM@PGL?QD?TMPGR?Q !$ C@MP?F-,CTGL . SPG?' MLX?JCXW "CL*' PGDDGRFNMPQS GLK CHMP?@JC ?K GQR?BWAMKN?DRG?!J?&?K GJG?&JMPCQ6CJCXNMPQSA?PGDGMBCQGCKNPC !J?BMARMP?' JMPG?3AFMLNMPQS?NMWMW AMLDG?LX?CLRMBMK MK CLRM !JNPMDCQMP! POSDK CBCQ#?@?JJCPMN MPQSECLCPMQGB?BW Q?@GBSPD? &GL?JK CLRCNCPMLMCLK CLMPT?JJ? ?JMQN?PRGAGN?LRCQBCCQRCCQRSBGM OSGCLCQBCK ?LCP?RMR?JK CLRCCQNMLR?LC?BML?PMLQS RGCK NMW CLCPED??CQRC CQRSBGM 3GLQSAMMNCP?AGBL CQRCCQRSBGMLMFS@GCP?QGBMNMQG@JC %JGMQFGAGCPML BCCQR?GLTCQRGE?AGBLN ?P?K JJ?K ?QBGLBKGA?CVNCPGCLAG?BC?NPCLBGX?HCQM@PC JCARSP?WK SJRGJGLESJQK M T %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- & MLX?JM(QGBPM!PSLM , $3 " . & - (3(5 $1 $ # (- & 231 3$& ($2.% 31 (+(- & 4 +1$ #$12(- ! 1"$+.! @QRP?AR 4 F GQQRS B W EPCU M S RM D?NCPQML?JM@QCPT?RGMLRF ? RK MQRPC?BGLEQRSBGCQ DMASQCBMLJWMLN?PRGAGN?LRQ PC?BGLEGLRF CGPK M RF C PRMLESCMPGLRF C GPQCAMLBM P DMPCGELJ?LES?EC )LK ?LWA?QCQ PCQC?PAFCPQBGBL M RPCN M PRU FCRFCPRFC N?PRGAGN?RGLEPC?BCPQU CPCQNC?ICPQM DK MPCRF ? L  RU MJ?LES?ECQ & M PRFGQ PC?QML SNRM RFGQNMGLRGRGQ SLACPR?GL U FCRFCPPC?BCPQUFMQNC?IK MPCRF?L RU M J?LES?ECQK ?ICSQCM DRFCQ?KCPC?BGLEQRP?RCE GCQ GL C?AFMDRFCJ?LES?ECQ RFCW QNC?I ?Q RF CGPK MLMJGLES?JAMSLRCPN?PRQBM 4 F GQ GQ GK NMPR?LR@CA?SQCGRGQ NMQQG@JCRF ? RRPGJGLES?JM PK SJRGJGLES?J PC?BCPQ ?NNPM?AF ?RC V RU GRFBGDDCPCLR PC?BGLEQRP? RCE GCQBCNCLBGLEML RFC J?LES?EC RF ? RRFCRCVRGQU PGRRCLGL DGPQR  QCAMLBM PRF GPB J?LES?EC  3GLACK ?LWCBSA?RGML?JBCAGQGMLQ?PCK ?BC@?QCBML PC?BGLEQRSBGCQAMLBSARCBU GRFK MLMJGLES?JM P@GJGLES?JPC?BCPQ  UCK?WL M R F?TC?L?AASP?RCNGARSPCM DRPGJGLES?J ?LBK SJRGJGLES?JPC?BCPQPC?BGLEQRP?RCEGCQ UFCL PC?BGLEGL RFCGPRFGPBJ?LES?EC 4 F C N PC QCL RQRSBW?RRCK NRQRM  GLTCQRGE?RCRFCBGDDCPCLACQGLQGVNPMDGAGCLR RPGJGLES?J 3N?LGQF# ?R?J?L%LEJGQF  PC?BCPQ K CR?AMELGRGTCQRP?RCEGCQUFCL PC?BGLEGLRFCQCRFPCCJ?LES?ECQ 4 F C K ?GLPCQC?PAFK CRFMBRF ? R) SQCBRM GLTCQRGE?RCPC?BGLEQRP?RCEGCQ U?QRF PM S E F ?RFGLI?JMSBNPMRMAMJ %?AFM D RF C TMJSLRCCPPC?BCPQPC?BRFPCC BGDDCPCLRQF M PRQRMPGCQM DRF CQ?KCIGLBM DE C L PC  RF ?RGQ  RFPCCRP?LQJ?RCB TCPQGMLQM DRF PC C 2 SQQG?LDMJIR?JCQMLCGL% LEJGQF MLCGL3N?LGQF?LBMLCGL TG %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc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a    #?QC3RSBGCQ - CPACa3 RSBWGLE?LB2C?BGLE' C RRGL E ?$ MARMP?RC  # ?PK Ca' P?K K ?P?LB2C?BGLE, C?PL GL E !BT?LACB%LEJGQF' P?K K ?P !LB)K NPMTGLE2 C?BGLE  2MQMa2 C?BGLE4?JCQ?LB2C?J,GDC# PGRGA?J2 C?BGLEa2C?BGLEDMP,GDC 3 CPEGa! L?JWXGLE2C?BGLE2 C?BGLE?LB4 F GL I GL E ?@MSR2 C?BGLE . S PG? a)K NPMTGLE2 C?BGLE0PMDGAGCLAW' C RRGL E " CRRCP2 C?BGLE3IGJJQ 0 GJ?Pa3CJCARGTC2C?BGLE2 C?BGLE?Q? 4 M M J   3SK K ?PW   GV %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).-                    (QGBPM ,CR?AMELGRGTC1C?BGLE2RP?RCEGCQ # F ?N RCP ".-"+42(.- /TCPTGCU     !"PGCD$ CQAPGNRGMLM D- CR?AMELGRGTC3RP?RCEW5 QCGL2 C?BGLE   )LQRPSARGML?J)K NJGA?RGMLQ   . CU$ GPCARGMLQ       2CDCPCLACQ    !NNCLBGV!)LDMPK CB# MLQCLR3R?RCK CLR   !NNCLBGV"1 SCQRGMLL?GPC!,?LES?EC%BSA?RGML   !NNCLBGV#1 SCQRGMLL?GPC",?LES?EC0PMDGAGCLAW    !NNCLBGV$1 SCQRGMLL?GPC# "?AIEPMSLB)L DM PK ? RGM L   !NNCLBGV%4 F GL I ! JMSB0PMRMAMJ)L Q RPS A RGM L Q  !NNCLBGV& &MGI4 ? J C Q    !NNCLBGV' 4 P?L QJ?RGM L QM D&MJI4 ?JCQ            6 )4 ! V %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).-  (QGBPMc , CR?AMELGRGTC1C?BGLE2RP?RCEGCQ 4%2- 3 4 F CQCBCDGLGRGMLQ?PCL M RK C?LRRM@CCVF?SQRGTCM PSLGTCPQ?J4 F C W ?PCNPMTGBCBQMRF ?R RFCPC?BCPF?Q?U MPIGLEILMU JCBECM DQMKCJCQQDPCOSCLRM PGLLMT?RGTCRCPK QGLRFC AM L RCV RM DRFGQQRSBW , J $ D ,3 ,L . ? RGT CK M RF CPJ?LES?EC K MQRM DRFCRGKCQ RFC,  GQRFCJ?LES?ECSQCB?R FMKC 3 CAMLBDMPCGELJ?LES?ECQMK CRGK CQ RFC, GQMLCM DRFCJ?LES?ECQSQCB@WRFC AMK K SLGRWM P@WDMPCGELCPQ 4 F GPB DM PC GE L J?LES?ECaQMK CRGK CQ RFC, GQMLCM DRFCJ?LES?ECQSQCB@WRFC AMK K SLGRWM P@WDMPCGELCPQ / LCM D RFCJ?LES?ECQQNMICL@W?K SJRGJGLES?JQNC?ICP / 2 ! ,0 2 / & )# )% . # 9 - M L M JGL E S ? J " GJGL E S ?J 4 PGJGL E S ? J - S JRGJGL E S ? J !NCPQMLUFMQNC?IQMLCJ?LES?ECMLJW !NCPQMLUFMQNC?IQ RUMJ?LES?ECQ4 F C NCPQMLAMSJB F?TC@CCL P?GQCB@GJGLES?JJWM PAMSJBF?TCJC?PLCB RFCQCAMLBJ?LES?ECJ?RCP GLJGDC !NCPQMLUFMQNC?IQ RFPCCJ?LES?ECQ MLCM DRFCK A?L @C?QGEL J?LES?EC  & M P?RPGJGLES?JNCPQML ?,QA?L@C?QCAMLBDMPCGELJ?LES?ECMP ?DGPQRDMPCGELJ?LES?ECGL RFCA?QCM D?L GLBGTGBS?J P?GQCB?Q? @GJGLES?J !NCPQMLUFMQNC?IQK MPCRF?LRUMM PRF PCCJ?LES?ECQ , )4 % 2 ! # 9 0 2 / & )# )% . # 9 , GRC P ? RC  !NCPQMLUFMF?QRFC?@GJGRWRMPC?B?LBU PGRCGL?EGTCLJ?LES?EC " GJGRC P? RC  ! NCPQMLUFMGQJGRCP?RCGLRUMJ?LES?ECQ 4 P GJGRC P ? RC  ! NCPQMLU FMGQJGRCP?RCGLRFPCCJ?LES?ECQ - S JRGJGRC P? RC  ! NCPQMLU FMGQJGRCP?RCGLRUMM PRF PCCJ?LES?ECQ # 5 , 4 5 2 ! , 0 2 / & )# )% . # 9 " GA S JRS P? J 4 P GA S JRS P? J - S JRGA S JRS P? J !NCPQMLU FMF?QRFC?@GJGRWRM?AR?LBGL RC P? AR?AAMPBGLERMRFC LMPK Q?LBCVNCAR?RGMLQM D RU MASJRSPCQ !NCPQMLUFMF?QRFC?@GJGRWRM?AR?LBGL RCP?AR?AAMPBGLERMRFC LMPK Q?LBCVNCAR?RGMLQM D RFPCCASJRSPCQ !NCPQMLUFMF?QRFC?@GJGRWRM?AR?LBGL RC P? AR?AAMPBGLERMRFC LMPK Q?LBCVNCAR?RGMLQM D RFPCCM PK MPCASJRSPCQ 8) %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc , CR?AMELGRGTC1C?BGLE2RP?RCEGCQ 3 C A M L B J? L E S ? E C ? A O S GQ GRGM L  3, ! !L?PC?M DPCQC?PAFRF ? RF?QRP?BGRGML?JJWQRSBGCB RFC?AOSGQGRGMLJC?PLGLEM D?QCAMLBDMPCGEL J?LES?EC/ L?DCUMAA?QGMLQ 3,!PCQC?PAFCPQ F?TCNSPNMQCDSJJWGLTCQRGE?RCBK SJRGJGLES?J?LB RPGJGLES?JJC?PLCPQ( MU CTCP K MQRRGKCQ 3,! PCQC?PAFCPQF?TCL M RAMLQGBCPCBK SJRGJGLES?JGQK GL RF CGPQRSBGCQ 4 F GP B J? L E S ? E C ? A O S GQ GRGM L  4,! !LCU ?PC?M DPCQC?PAF RF ? RQRSBGCQRFC ?AO S GQGRGM L JC?PL GL E M D?RF GPB DM PC GE L J?LES?EC & M PK?LW@GJGLES?J GLBGTGBS?JQ UFM?AOSGPCBRFCGP DGPQRRU MJ?LES?ECQQGK SJR?LCMSQJWM PUFMJGTCGL @GJGLES?JAMK K SLGRGCQ  RF C GPRF GPB J?LES?ECA?L@C RF CGPDGPQRDMPCGELJ?LES?EC& M PM RF CPGLBGTGBS?JQ  RF CGPRFGPBJ?LES?ECA?L@CRF CGPQCAMLBDMPCGEL J?LES?EC& M P?DCUMRFCPQ RFC?AOSGQGRGMLM DRFC RF PCCJ?LES?ECQA?L@C?JK MQRQGKSJR?LCMSQ - ?EGQRC    $+  PC ? B GL E  3CAMLBDMPCGELJ?LES?ECPC?BGLE % 3, PC ? B GL E  % LEJGQF?Q?QCAMLBJ?LES?ECPC?BGLE % & , PC ? B GL E  %LEJGQF ?Q?DMPCGELJ?LES?ECPC?BGLE ,3 PC ? B GL E  4 F GPB J?LES?ECPC?B GL E ,%0 ,GK GRCB% LEJGQF 0PMDGAGCLAW 2 C ? B GL E Q RP? RC E GC Q  3WQRCK ?RGAU?WQ  RCAFLGOSCQ M PNPMACBSPCQ SQCB RMGKNPMTC PC?B GL E QNCCB AMK NPCFCLQGML?LBCDDGAGCLAW GCQIGKKGLE  MSRJGLGLE  NPCBGARGLE QSK K ?PGXGLE @?AIRP?AIGLE AMLDGPKGLE  CRA 4 F C DMJJMUGLEBCDGLGRGMLQM DK CR?AMELGRGML?PC@?QCBML&J?TCJ  - C R? A M E L GRGM L  4 F C ?@GJGRWRM RFGLI?@MSRMLCeQMU LRF GL I GL E NPMACQQCQ )LPC?BGLE K CR?AMELGRGMLGQ RF CAMLQAGMSQ?@GJGRWRMRFGLI? @ M S RM PK MLGRMPMLCeQMUL PC?BGLE - C R? A M E L GRGT C 2 C ? B GL E % V N C PGC L A C Q  )LQR?LACQM D?U ?PCLCQQ PC?JGX?RGMLQ?LBb?F?Qc M DMLCQMUL?@GJGRWRMRF GL I ?@MSR K MLGRMP ?LBCT?JS?RCMLCeQMU LRFGLIGLENPMACQQCQ %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc , CR?AMELGRGTC1C?BGLE2RP?RCEGCQ - C R? A M E L GRGT C 2 C ? B GL E + L M U JC B E C  3R?@JC QR?RC?@JCILMU JCBECRF ? R?NCPQML NMQQCQQCQPCE ?PB GL E MLCQM U L ?@GJGRWRMK MLGRMPMLCeQPC?B GL E AMK NPCFCLQGML - C R? A M E L GRGT C 2 C ? B GL E 3 RP ? RC E W  4 F C ?@GJGRWRMBCJG@CP?RCJWK MLGRMPMLCeQ AMK NPCFCLQGML?LBAMLQAGMSQJW?NNJWRFCRCAFLGOSCQLCACQQ?PWDMPSLBCPQR?LBGLE?LB JC?PLGLEDPMK?RCVR , ? L E S ? E C 0 PM DGA GC L A W ) SQCB?QCJD?QQCQQK CLRRF ? RRF CN?PRGAGN?LRQDGJJCBM S RGLBGA?RGLERF CGPJCTCJM DJGLESGQRGA NPMDGAGCLAWDMPC?AFJ?L E S ?E CGLRCPK QM DPC?BGLE U PGRGLE JGQRCLGLE ?LBQNC?IGLE QCC !NNCLBGV#  4 F PC Q F M JB , CTCJ !L GLBGTGBS?JGQQ?GBRM? RR? GL ?RFPCQFMJBJCTCJ GL SQGLE?J?LES?ECM PJGLESGQRGAQIGJJ UFCLQF CF CGQ?@JCRMSQCRF CJ?LES?ECM PQNCAGDGAJGLESGQRGAQIGJJ Q  UGRFC?QC?LB U GRFMSRMSRQGBCFCJN VGGG %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc"F?NRCP  # F?NRCP  (-31.#4"3(./SPNMQCM DRFC2RSBW 4 F GQQRSBWGLTCQRGE?RCQRFCQRP?RCEGCQRPGJGLES?JPC?BCPQSQCRMNSPNMQCDSJJWAMLQRPSAR K C?LGLEUFCL RFCWPC?BGLRF PCCJ?LES?ECQ4 F C QRSBWDMASQCQCQNCAG?JJWML K CR?AMELGRGTCQRP?RCEGCQ SQCBUFGJCPC?BGLEGL RFCRFGPBJ?LES?EC - CR?AMELGRGTC QRP?RCEGCQ?PCRFMQCRCAFLGOSCQPC?BCPQSQCRMK MLGRMP NJ?L ?LBAFCAIAMK NPCFCLQGML UFGJCPC?BGLE 4 F CQC PC?BGLEQRP?RCEGCQ?PCM DN?PRGASJ?PT?JSC@CA?SQCAMK NCRCLR PC?BCPQSRGJGXC RFCK BCJG@CP?RCJWRMGKNPMTCRF CGPPC?BGLEAMK NPCFCLQGML 4?P?@?L    ! JRFMSEF DGPQR?LBQCAMLBJ?LES?ECPC?BGLEQRP?RCEGCQF?TC@CCL UGBCJW GLTCQRGE?RCBDMPRFCN?QRWC?PQ &GRXECP?JB  +MB?    RFCQRS B W M DRFGPB J?LES?ECPC?BGLEQRP?RCEGCQGQ ?LCUDGCJBM DGLTCQRGE?RGML - MQRA S PPC L RQRSBGCQML QCAMLBJ?LES?ECPC?BGLEQRP?RCEGCQF?TC@CCLAMLQRPSARCB @WGLTCQRGE?RGLE KMLMJGLES?J K MLMJGRCP?RCJC?PLCPQ GL RFCNPMACQQM D?AOSGPGLE?QCAMLBM PDMPCGEL J?LES?EC *GKCLCX ' ?PAG?  ?LB 0C?PQML  ' ?PAG?  5 CF?P??LB3FGKGXS   2 CJ?RGTCJWJGRRJCPCQC?PAFF?Q @CCLAMLBSARCBRM GLTCQRGE?RCRMU F ?RCV RCL R RPGJGLES?JPC?BCPQ?PC?U ?PCM DRFCQRP?RCEGCQ RFCWSQC RMAMLQRPSARK C?LGLE )QGBPM  4 FMK ?Q     )LM PB CPRMDGJJ RFGQTMGB  RFCNPCQCLRQRSBW?RRCK NRQ ?  4 M CV?K GLCK CR?AMELGRGTCPC?BGLEQRP?RCEGCQ RF ? RAMK NCRCLR# ?R?J?L3N?LGQF % LEJGQFPC?BCPQSQCUFGJCPC?BGLEASJRSP?JJWSLD?K GJG?PL?PP?RGTCRC V RQGLRF CGPRFPCC J?LES?ECQ ?LBRF CBGDDCPCLACGLQRP?RCE W SQC?APMQQRFPCCJ?LES?ECQ %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc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c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b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c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a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c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c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c"F?NRCP / 13.-$ 6F?RGQ1C?BGLE )L RCPCQRGL E JW RF C.CU7 C@ QRC P)LRCPL?RGML?J % LEJGQF$ GARGML?PWF?Q BCDGLGRGMLQDMPBGDDCPCLRSQCQM DRFCU MPBbPC?BGLEc@ S RBMCQL M RBCDGLCRFC?ARM D PC?BGLEGRQCJD ) R?NNC?PQRF ? R7 C@QRCPQU ?WRME C R?PMSLBBCDGLGLEPC?BGLEU?QRM BCDGLC RFC?ARGMLbRM PC?Bc & M PRFC?ARGML bRMPC?B c RFCPC?PCDMSPNMQQG@JC BCDGLGRGMLQM S RM D?NNPMVGK ?RCJWRU CLRWRF ? R?NNJWRM RFGQQRSBW  ? J  RMJMMI? RM PMRFCPU GQCQA?L ?QJCRRCPQM PM RF CPQWK @MJQ PC N PC QC L RGL E U MPBQMPQCLRCLACQ  U GRFK CLR?JDMPK SJ?RGMLM DU MPBQ M P QCLRCLACQPCNPCQCLRCB  ?   RM SLBCPQR?LBRFCK C?LGLE?LBEP?QNRFCDSJJQCLQCM D QSAF K CLR?J DMPK SJ?RGMLQ CGRFCPU GRFM PU GRFMSRTMA?J PCNPMBSARGML  B  J  RMEMMTCPM P@CAMKC?AOS?GLRCBU GRFM PE CRRF PMSEF RFC A M L RCL RQM D ?Q ?@MMI  K?E?XGLC  LCU QN?NCP JCRRCP  @WPC?BGLE 0%253% ? RM? RRPG@ S RC ?N?PRGASJ?PK C?LGLEM PGLRCPNPCR?RGMLRM QMK CRFGLE PC?B R?ICGL?N?PRGASJ?PU?WNS R?N?PRGASJ?PAMLQRPSARGMLMLGLDCP ?Q@ CGLEK C?LR 4 F C QC BCDGLGRGMLQBMLMRCLAMK N?QQ?JJ RFCAMLASPPCLRK CLR?J AMELGRGTC  NFWQGMJMEGA?J ASJRSP?J?LBQMAG?J?QNCARQM DU F ? RPCQC?PAFCPQA S PPCL RJW A?JJbPC?BGLEc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b?BCDGLGRGMLM D PC?BGLEF?QRM ?AAMSLRDMPRFCLMRGMLQ RF ? RDJSCLRPC?BGLEGQP?NGB NSPNMQCDSJ  GLRCP?ARGTC AMK NPCFCLBGLE DJCVG@JC ?LBEP?BS?JJWBCTCJMNGLEc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eQ 4 FCMPCRGA?J- MBCJQ?LB 0PMACQQCQMD 2 C?BGLE 4 - 0 2  )LGRQDMSPRFCBGRGML RFC4 - 0 2 F?QNSJJCBRM E C RF C PASRRGLECBEC PCQC?PAFMLPC?B GL E ?LBJGRCP?AW 3GLACGRQDGPQRCBGRGMLGL SNRMRF C J?RCQR TCPQGMLGL  RFCWF?TCNPCQCLRCB?K SJRGBGK CLQGML?JTGCUM D PC?BGLE?Q? bAMK NJCV MPAFCQRP?RCB AMLQRPSARGTCNPMACQQRF PM S E F UFGAFGLBGTGBS?JQK?IC  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43 /%1,)22).- (QGBPMc"F?NRCP K C?LGLEc GL?bJGLESGQRGA?JJW AMELGRGTC QMAG?J ?LBNMJGRGA?Jc?ARGTGRW 0C?PQML    4 F S Q P? RF C PRF?LAMLDMPK GLERM MLCQMJCN?P?BGEK RFCK MBCJQ?LB PC?BGLENPMACQQCQNPCQCLRCBGLRFC4 - 0 2 AMK NCRC AMLRP?BGAR MTCPJ?N ?LB GLDJSCLACC?AFM RF CP 4 F C D?ARRF ? RRFCW?PCGLMLCTMJSKCGJJSQRP?RCQRF C AMLTGTG?JGRWGLU FGAFA S PPC L RKMBCJQM DPC ? B GL E JGRC P? AW PCQC?PAF?PCBCTCJMNGLE K SJRGBGQAGNJGL?PW AMCVGQRGLE?LBK ?IGLEQN?ACDMPMLEMGLEDGLBGLEQ?LBTGCUQ 4 F CQC?PAFDMPMLCSLGTCPQ?J?LB?@QMJSRCK MBCJGQLMJMLECPRFCAFCPGQFCBEM?JDMP K ?LWPC ? B GL E JGRC P? AW PCQC?PAFCPQb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e R?VMLMK GCQQFMU K SJRGNJCAMK NMLCLRQM DPC?BGLE PCQC?PAFRFCMPGCQ & M PCV?KNJCQ QCC' P?@CeQ  ?PC?QDMP,PC?BGLEPCQC?PAF RFCLSK @CPQ?PCKGLC        ! SRMK ?RGAPCAMELGRGMLQIGJJQ 6 MA?@SJ?PW?LBQRPSARSP?JILMU JCBEC & M PK ?JBGQAMSPQCQRPS ARS PCILMU JCBEC # M L RC L RU M PJB @?AIEPMSLBILMU JCBEC 3 WLRFCQGQ?LBCT?JS?RGMLQI GJJQQRP?RCE GCQ - CR?AMELGRGTCILMU JCBEC?LBQIGJJQK MLGRMPGLE ! LBAMK N?PCGRRM & GRXECP?JBeQ  ,PC?B GL E PCQC?PAF?PC?Q  2 C?BCPeQTMA?@SJ?PWILMU JCBEC  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM "F?NRCP      2C?BCPeQQRP?RCE GCQ NQWAFMJGLESGQRGA?LBK CR?AMELGRGTC 3AFCK??LBN PGM PILMU JCBECSRGJGX?RGML 2CJ?RGMLQFGN@CRU CCL,PC?BGLENPMDGAGCLAW?LB , M P?JNPMDGAGCLAW 2CJ?RGMLQFGN@CRU CCL,PC?BGLENPMDGAGCLAW?LB T?PG?@JCQM RF C PRF?L, MP?JNPMDGAGCLAW 3GK GJ?PGRGCQ?APMQQ, J ,   PC?BCPQ?LBJ?LES?ECQ " CPLF?PBReQ  ?PC?QM DPCQC?PAFDMP,PC?BGLE          7 M PB PCAMELGRGML " ?AIEPMSLBILMU JCBEC 4 C V RQRPS ARS PC / P?J! SP?JD?ARMPQ 3WLR?LRGAD?ARMPQ # PMQQJGLESGQRGANPMACQQGLEQRP?RCEGCQ - CR?AMELGRGTC?LB?DDCARGTCD?ARMPQ 4 C QRGL E )LQRPSARGML 4 F C JGQRQ?@MTCAMLR?GLAMK NMLCLRQ ?LBD?ARMPQRF ?RBGDDCPCLR, PCQC?PAFCPQDGLB ?DDCARPC?BGLE #MK N?PCRFCQCNPCTGMSQRFPCCJGQRQU GRF ( SBQMLeQ ,PC?BGLE PCQC?PAFJGQR  U FGAFAMLR?GLQ?NNPM?AFCQM PU?WQ GLU FGAFPC?BGLEGQA?PPGCB MSR       "MRRMK SN?NNPM?AFCQ 4 MNBMU L?NNPM?AFCQ )LRCP?ARGTC?NNPM?AFCQ . CU JGRCP?AW?NNPM?AFCQ 2 C?BGLE?LBU PGRGL E ?NNPM?AFCQ 4 FCQCJGQRQU CPCAPC?RCB @WC?AFPCQC?PAFCPU GRFRFCGBC?M DAJ?PGDWGLERFC K?QQGTC CTCPEPMU GLEPC?B GL E PCQC?PAFB?R? %?AFM DRFCK GLAJSBCBQMKC K CR?AMELGRGTC?PC?M DQRS B W    ?LBRMQMKCB CEPCC?LB  %TCL RF M S E F RFCQCQRSBGCQF?TCL M R?JU ?WQSQCBRFCU MPBb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e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c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e@ JS PPW BGQRGLARGML@CRU CCLPC?BGLEQIGJJQ?LBPC?BGLE Q RP? RC E GCQF?Q?BBCBRM RF C AMLDSQGML 4 F C N PCQCLRQ RS B W EPMU QM S RM DRFMQCQRSBGCQRF ? R&GRXECP?JBF?QJ?@CJJCB?Q K CR?AMELGRGTCQRP? RC E W QRSBGCQ @ S R?JQMK ?ICQPCDCPCLACRM M RF C PNQWAFMJGLESGQRGA  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc"F?NRCP PC?BGLEQRP?RCEGCQQRSBGCQ GLQMD?P?QRF CW GLTMJTCAMELGRGTCK CR?AMELGRGTC QRP?RCEGCQ & M PCV?KNJC +MB?F?QLMRCBRF ? R?QCAMLBJ?LES?ECPC ? B CPF?Q ?BT?LR?ECQ?LBBGQ?BT?LR?ECQU FGJCPC?BGLEBSCRMAPMQQJGLESGQRGAGLDJSCLACDPMK RFCPC?BCPQe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a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c"F?NRCP GLBGTGBS?J?Q?PC?BCP - M QRM DRF CAMLQGBCP?RGMLQM DCLTGPMLK CLR?J ASJRSP?J ?LB QMAG?J?QNCARQQS PPM S L B GL E JGRCP?AW?PCQCCLK M PCR?LECLRG?JJWGLPCJ?RGMLRMRF C  BCEPCCM DGLDJSCLACRF CW F?TCMTCPRFCGLBGTGBS?JQAMELGRGTCNPMACQQCQ 4 F C RF GPB  EPMSNM DQRSBGCQF?Q?JQM@CCLBCQAPG@CB?Q?bAM L QRPS ARGT GQRc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c"F?NRCP N ? PRJW ? RRPG@ S RC B RMRFCBGDDCPCLRNCPACNRGMLQM D U PGRRCLRCVRQSQCBGLQMAG?J ASJRSP?J NMJGRGA?J?LBCBSA?RGML?JCLTGPMLK CLRQ )L RF CNPCQCLRQRSBW K CR?AMELGRGTCPC?BGLEQRP?RCEGCQUGJJ@CQRSBGCBU GRFGL ?AMELGRGTCCBSA?RGML?JQMAG?JDP?K CU MPI - MPCMTCP RFCQRSBWM DRF CQMAG?J AM L QRPS ARGM L M DPC?BGLEQRP?RCEGCQF?Q?JQMNPMK NRCBPCQC?PAFCPQRMPCAMLQGBCPRFCGP GLOSGPWNP?ARGACQ )LPCACLRBCA?BCQPC?B GL E PCQC?PAFF?QKMTCBDPMK NPCBMK GL?LRJW O S?LRGR?RGTCUMPIRMK MPCO S ?JGR?RGTCQRSBGCQGLUFGAFGLBGTGBS?JPC?BCPQ?PC M@QCPTCBGLGLRCP?ARGMLU GRFRC V RQ 0 ?PPW   4 F GQN?P?BGEK QFGDRF?Q@CCLQRSBGCB?LBDS PRF CPTCPGDGCB@W& ? L E    4 F C PC QCCKQRM@CAMLQGBCP?@JCAMLQCLQSQ?K MLEK ?LWCBSA?RMPQ RF ? RJGRCP?AWPCQC?PAFDP?K CU MPIGQ?AMLRGLSSK DPMKO S ?L RGR?RGT CRM OS?JGR?RGTCN?P?BGEKQ BCNCLBGLEMLRFCIGLBM DPCQC?PAFOSCQRGMLQ?QICB &?LE   ! AAMPBGLERM&?LE APGRGA?JPCQC?PAF  ?RFGPBN?P?BGEK U GBCJWSQCBGLMRFCP PC?JK QM DGLOSGPW F?QLMRW C RK?BCQSAF?LGK NMPR?LRGKN?ARML,JGRCP?AWQRSBGCQ ,SJRGJGLES?J+GRCP?AW 4 F C QRS B W M DK CR?AMELGRGTCPC?B GL E QRP?RCEGCQM DRPGJGLES?JPC?BCPQNSRQ A S PPC L RNCPNCARGTCQM DJGRCP?AW?APMQQJ?LES?ECQ?LBASJRSPCQRM RC QR 4 F C PC GQMLC BCDGLGRGMLM Db@GJGRCP?AWcRF ? RU MSJB@CCVRPCK CJWFCJNDSJGLRFCBCTCJMNK CLRM D? BCDGLGRGMLM DRPGJGRCP?AWcM PbK SJRGJGRCP?AWcGLRFGQQRSBW . ?LAW( M PL @ C PE C P   BCDGLCQ@GJGRCP?AW?Q?K SJRGBGK CLQGML?JAPMQQPM?BQGLUFGAFLGLCA M LRGLS?KCCR ( C PL GL CAMLRGLS??PCNPMNMQCBN?P?K CRCPQRM BCRCPK GLC? RU F?RN M GL R@GJGRCP?AWGQ NJ?ACB  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3 .5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM "F?NRCP  K GA PM K ? A PM AM L RGL S S K  ?L?JWQGQ JCTCJQM DJGL E S GQRGA?LBQMAG?JGLRCP?ARGML   M P ? J JGRC P ? RC AM L RGL S S K  NP?ARGACQ JCTCJQM D?BFCPCLACRMQNMICLM PU PGRRCL  K M L M JGL E S ? J@ GJGL E S ? JA M L RGL S S K  J?LES?EC?LBQMAG?JSQC JCTCJ M DNPMDGAGCLAWGLPCJ?RGMLRM   PC A C N RGM L N PM B S A RGM L A M L RGL S S K  ?LBPCACNRGTCQIGJJQGLRFC, GLRCPPCJ?RGML@CRU CCLNPMBSARGTC  M P? JJ? L E S ? E C U PGRRC L J? L E S ? E C A M L RGL S S K  MP?J?LBU PGRRCLJ?LES?ECQIGJJQGL,  JCTCJQM DNPMDGAGCLAWGL ,  ,  RP? L Q DC PA M L RGL S S K  AMLLCARGMLQ RP?L QDCPGLRCPDCPCL AC @CRU CCL RFCBCTCJMNK CLRM D , J ?LB,  QGK S JR? L CM S QQS A AC QQGT C  J? L E S ? E C JGRC P? A W CVNMQSPCAMLRGLSSK  CVNMQSPCRM@GJGLES?JJ?LES?EC?AOSGQGRGMLM PC?PJW?LBJ?RC@GJGLES?JGQK  3GK GJ?PJWQGK SJR?LCMSQQSAACQQGTC,  ,  JGRCP?AW?AOSGQGRGML   Q GK GJ? PB GQQGK GJ? PQ RPS A RS PC Q A M L RGL S S K  QGK GJ?PGRWBGDDCPCLAC@CRU CCLRF C, J ?LBRFC,  A M L T C PE C L RB GT C PE C L RQ A PGN RQ A M L RGL S S K  RFCBCEPCCM D QGK GJ?PGRWBGDDCPCLAC@CRU CCLRF CU PGRGL E QWQRCKQ QAPGNRQ M DRFC, J ?LBRFC , RFCBCEPCCM DJGLESGQRGA >>>>>>> ( MPL@CPECP   >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> ' GTCLRFCT?PG?@GJGRW? RUFGAF?@GJGLES?JGLBGTGBS?JQR?L B QGLC?AFM DRFC AMLRGLS? ( M PL @ CPE CPQCRQSNRF PCCEPMSNQ 4 F C DGPQRRFPCC?PCRFCAMLRGLS?M D @ GJGRCP?RCAMLRCVRQ RFCL CV RRF PCC?PCRFCAMLRGLS?MD@GJGRCP?RCBCTCJMNK CLRGLRFC GLBGTGBS?J ?LBRFCJ?QRRF PCC?PCRF CAM L RGL S ?M D@GJGRCP?RCKCBG? )L RF CAM L RCV RM DRPGJGRCP?AW K S JRGJGRCP?AW RFCGBC?M DRF CQCAMLRGLS?AMSJB@C CK NJMWCBRM GLAJSBCRFCRPGJGL E S ?JK S JRGJGL E S ?JBMK?GL )LQSAFA?QC  )NPMNMQCRFC DMJJMU GLE?B?NR?RGMLM DF CPR?VMLMK W  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc"F?NRCP , GRCP?AW# M L RC V R  K GAPMK ?APMAMLRGLSSK  M P?JJGRCP?RCAMLRGLSSK  KMLMJGLES?J@GJGLES?J\LXe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c"F?NRCP 4 ?@ JC  ?JJRFPCCDGESPCQ F?TC@CCL?B?NRCBDPMK  ( MPL@CPECP   ! B?NR?RGMLQ LMRCBGL ;E3>;5D 3FCAMLRGLS?M D KSJRGJGRCP?RCAMLRCVRQK?APMKGAPMAMLRGLSSK MP?JJGRCP?RCAMLRGLSSK     AMLRGLSSK K ?APM MP?J   K MLMJGLES?J K GAPM ) JGRCP?RC ) 4 ?@JC 3FCAMLRGLS?M D KSJRGJGRCP?RCBCTCJMNKCLRGLRFCGLBGTGBS?J PCACNRGMLNPMBSARGMLAMLRGLSSK MP?JUPGRRCLAMLRGLSSK + J+ LRP?LQDCPAMLRGLSSK ) PCACNRGML NPMBSARGML U PGRRCL  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43 /%1,)22).- (QGBPMc"F?NRCP 4 ?@JC 3FCAMLRGLS?M DKSJRGJGRCP?RCKCBG? QGKSJR?LCMSQQSAACQQGTCCVNMQSPCAMLRGLSSK QGKGJ?PBGQQGKGJ?PJ?LES?ECQAMLRGLSSK AMLTCPECLRBGTCPECLRQAPGNRQAMLRGLSSK ) QGK SJR?LCMSQ QSAACQQGTC "W?BBGLERF C , Q , L BGK CLQGMLQRMRF CAMLRGLS?  ( MPL@CPECPeQKMBCJA?L@C C?QGJWCVN?LBCBRM GLAJSBCRPGJGRCP?AWK SJRGJGRCP?AW )LRFGQQRSBW K SJRGJGLES?J PC?BGLEGQQCCL?QMLCM D RFCPC?BGLEU PGRGLEAMK NMLCLRQM DK SJRGJGRCP?AW 7 GRFGL RFGQTGCU  RPGJGRC P?A W ?LBK SJRGJGRCP?AW?PCK SJRGBGK CLQGML?JAPMQQPM?BQGLUFGAF?R JC?QRLGLCAMLRGLS?K CCR 3 ?LBP?- A+ ?W   PCAMK K CLBQRF C GBCLRGDGA?RGMLM DQ MAGMNMJGRGA?J  CAMLMKGA D?KGJW CBSA?RGML?J?ECLB?QDMPQCAMLBJ?LES?ECSQCPQ 3GK GJ?PJWGRU MSJB @CGK NMPR?LRRM @CEGLAMLQGBCPGLERFC?ECLB?QM DRPGJGRCP?AW K S JRGJGRCP?AW GLC?AF AML RCV RU FCPCGRR?ICQNJ?AC & S PRF C PQRSBGCQM DRPGJGRCP?AW K S JRGJGRCP?AW DPMK FGQRMPGA?J CAMLMK GA NMJGRGA?J?LBQMAGMASJRSP?JNCPQNCARGTCQ?PCLCCBCB 4 F C  NPCQCLRQRS B W AM L RPG@ S RCQRMGBCLRGDWRFC?ECLB?QDMP,  , L PC?BGLEPCQC?PAF  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM "F?NRCP\ / 1336. ,CR?AMELGRGML?LB1C?BGLE"MKNPCFCLQGML 4 F C QRSBWM DK CR?AMELGRGMLAMLBSARCB@WBCTCJMNK CLR?JNQWAFMJMEGQRQB S PGL E RFC J?QRRU CLRWWC?PQF?Q@CCLCVRPCK CJW?NNC?JGLERMPC?BGLEPCQC?PAFCPQ ' ?PLCP  "G?JWQRMI  $CTGLC    2C?QMLQDMPRFGQ?PCNPGK ?PGJWRU M  3SAACQQDSJPC?BCPQF?TC@CCLBCQAPG@CB?Q?ARGTCGLBGTGBS?JQUFM BCJG@CP?RCJWBGPCARRFCGPMU LAMELGRGTCCDDMPRQRFPMSEFK CR?AMELGRGTCQRP?RCEGCQ?Q RFCWPC?BDPMK RCVRQ - CR?AMELGRGMLQRSBGCQJMMINPCAGQCJW? RJC?PL CPQe ILMU JCBEC ?LBSQCM DAMELGRGTCPCQMSPACQDPMK?QGK GJ?PJC?PLCPACLRCPCBQR?LBNMGLR?LB  - CR?AMELGRGMLQRSBGCQQS E E C QRRF ?RAMELGRGTCGLQRPMQNCARGMLNJSQ DMQRCPGLE K CR?AMELGRGTCCVNCPGCLACQ@CNPMK MRCBU GRFGLBGTGBS?JQ GLM PB C PRMQRGK SJ?RCRFC BCTCJMNK CLRM DAMK NCLQ?RMPW?ARGMLQ K CR?AMELGRGTCQRP?RCEGCQ  4 F GQ?PESK CLR QSNNMPRQPC?BGLEPCQC?PAF CPQN P?ARGRGM L CPQ ?RRCK NRQbRMRC?AF GLBGTGBS?JQRMSQC QRP?RCEGCQRMK?IC?LBK MLGRMPAMELGRGTCNPMACQQCQUFGJCPC?BGLE  GLA?QCQUFCPC QNMLR?LCMSQJWQRP? RCE W SQCBMCQL M RMAASPc ' ?PLCP    4 FCPC@W RFCQRSBWM DK CR?AMELGRGMLGLPC?BGLEF?QNPMK NRCBPC?BGLE PCQC?PAFCPQ RMJMMI? RPC?BCPQILMU JCBECM DRFCPC?BGLENPMACQQ ?@MSRRFCK QCJTCQ ?QPC?BCPQ RFCR?QIRFCWD?AC ?LBRF CQRP?RCEGCQRFCWCKNJMW  RF CGP?ARS?J K MLGRMPGLEM DRF C GPPC?BGLEAMK NPCFCLQGML RFPMSEFK CR?AMELGRGTC?U ?PCLCQQ DMP CV?KNJC ?LBRFCBCJG@CP?RCSQCM D?T ?PGCRWM DK CR?AMELGRGTCPC?B GL E QRP?RCEGCQ b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c   4 F S QK CR?AMELGRGTCPC?B GL E ILMU JCBECGQ?@MSRRFPCCT?PG?@JCQRFCPC?BCPe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eQ K CR?AMELGRGTCILMU JCBECM DFCPQCJDFGK QCJD?Q?PC?B CPA?L QFMU  GLRP?GLBGTGBS?JBGDDCPCLACQ  GLRCPGLBGTGBS?JBGDDCPCLACQ?LB SLGTCPQ?JQ &J?TCJJ    )LRCPK QM DPC?BGLE  RFCQC RFPCCBGDDCPCLACQ?PCGJJSQRP?RCB RFPMSEF RFC ILMU JCBECCVNPCQQCB@WC?AFQR?RCK CLR  b)K EMMB?RQIGNNGLES L GK N M PR?L RU MPBQRF ? R)BMLeRS L B CPQR?L B  RMECR RF CE GQRM D?RC V R)eKPC?BGLEGL?DMPCGELJ?LES?EC "SR )KLM RQMEMMB ?RESCQQGLE RF CK C?LGLEM DRFCQCUMPBQ GLAM L RCV Rc GLRP?GLBGTGBS?JBGDDCPCLACQ   b- WAJ?QQK ?RCQ ?PCD?QRCP? RQIGK K GLE?RCV RRF?R) ?Kc GLRCPGLBGTGBS?J BGDDCPCLACQ ?LB  & MPKC JGICDMPCTCPW@MBW PC?BGLEDMP?OSGX DMPRFC L C V RB?W GQBGDDCPCLR RF ?L PC?BGLEDMPNJC?QSPCc SLGTCPQ?JQ  5 LGTCPQ?JQ ?PCJGLICBRM RFC PC?BCPeQMU L@CF?TGMP?LB GL RFCGPCWCQ  RFGQ ILMUJCBEC A?L @CECLCP?JGXCBRMKMPCPC?BCPQ & M PCV?KNJC  RFCWK GEFRILMU  RF ? R  D ?KGJG?P RMNGAK ?RCPG?JGQC?QGCPRM SLBCPQR?LB RF?L SLD?KGJG?PAMLTCLRGML?JJWMPBCPCBQRMPGCQ ?PCC?QGCPRMPCA?JJ RF?LQAP?K @JCB L?PP?RGTCQCVNJGAGRRMNGAQCLRCLACQ?QQGQRSQ GL R?QIQRF ? RPCOSGPCPCBSARGMLM DRCV RQ RMRF CGPE GQRQc '?PLCP     2 C?BCPQe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eQ   AMLQRPSARGMLQM DK CR?AMELGRGMLQGLAC RFCWAMJJ?@MP?RCBML K ?HMPPCQC?PAF GLK CR?AMELGRGML DPMKRFCT?LR?ECM D BCTCJMNK CLR?JNQWAFMJMEW )LQMK CA?QCQ  RFC U MPIQM D"PMUL   ?LB "G?JWQRMI   UGJJ@CSQCB?Q ?PCDCPCLACU FCL RFCW?PCAMLQGQRCLRU GRF&J?TCJJ?LB ' ?PL CPQ LMRGMLQM DK CR?AMELGRGML ,CR?AMELGRGTC1C?BGLE$VNCPGCLACQ - CR?AMELGRGTCPC?B GL E CVNCPGCLACQA?L R?ICNJ?AC@CDMPC BSPGLE MP?DRCPRFC PC?BGLENPMACQQ &J?TCJJ      - CR?AMELGRGTCPC?BGLECVNCPGCLACQA?L@C BCQAPG@CB?Q ?U ?PCLCQQCQ  PC?JGX?RGMLQ b?F?Q cM Pb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eQCV?K UGJJ@C@?QCBMLRFGQRC V R?LBBSCRM ?L ?U ?PCLCQQM DNMMPNCPDMPK ?LACGLNPCTGMSQCV?K Q ?K CR?AMELGRGTC?U ?PCLCQQ  ! BBGRGML?JJW  RF CPC?BCPGQ?U?PCRF ? RF CPPC?B GL E NCPDMPK ?LACK GEFR@CJ?AIGLE !QRFCPC?BCPGQPC?BGLE QFCPC?JGXCQRF CPC?PCRMMK?LWL?KCQM DAF?P?ARCPQ RMPCK CK @CPGL ?LMTCJQFCeQPC?BGLE?LBRF ? RQFCe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eQNSPNMQCDM PPC?BGLE PC?BGLECVNCPGCLAC PC?B GL E ?@GJGRW PC?BGLEQRP? RCE W  PCQMSPACDSJLCQQ ? RRC L RGM L ?LBAMLACLRP?RGML K MRGT?RGML ?LBRFCD?ARRF ? RRF CPC?BCP F?Q@CAMKC?U ?PCM D RF C LCCBRMK MLGRMPF CPPC?B GL E AMK NPCFCLQGML 3MKC PCQC?PAFF?Q@CCLAMLBSARCBRMBCRCPK GLCFMU K CR?AMELGRGTCPC?BGLEQRP? RC E W SQCGQ  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM"F?NRCP BCRCPK GLCB@WCV RCPL ?JGLACLRGTCQ EP?BCQM PM RF C PPCU ?PBQ RM?AAMKNJGQFPC?BGLE EM?JQMPGDRFCWQRGJJAMLRGLSCUFCLRFCQCGLACLRGTCQ ?PCPCK MTCB %J(GLBG    3NCAGDGAK CR?AMELGRGTCPC?BGLEQRP?RCEGCQUGJJ@CPCTGCU CBGLPCJ?RGMLRMRFC K MQRPCACLRQRSBGCQAMLBSARCBRFSQD?PGLRFCL C V RQCARGMLGLRFGQAF?NRCP %P?KCUMPIDMP, CR?AMELGRGMLGL1C?BGLE 4 M CVNJ?GLRF C GLRCPPCJ?RGMLQFGNQRF ?RCV GQR?K MLEK CR?AMELGRGTCILMUJCBEC  CVNCPGCLAC?LBK M L GRM PGL E M DQRP?RCE W SQC QCC4 ?@ JC@CJMU !NMQQG@JCDJMUM D BGPCARGMLDPMKK CR?AMELGRGTCILMU JCBECRMCVNCPGCLACQ RF ? RGLRSPLJC?BRMQRP?RCE W  SQCGQMLCMDRFCK ?LWNMQQG@GJGRGCQ & M PCV?KNJC - CR?AMELGRGTCCVNCPGCLACQA?L GLDMPK CVN?LBM PK MBGDWK CR?AMELGRGTCILMUJCBEC !PC?BCPPC?BGLERFCFCJNU ?LRCBQCARGMLGL?LCU QN?NCPCVNCPGCLACQAMLDSQGML ?@MSRRFC?@@PCTG?RGMLQ GLRFCHM @ BCQAPGNRGMLQ K CR?AMELGRGTCCVNCPGCLAC  4 FGQ AMLDSQGMLNPMK NRQRF C GLAJSQGMLM DRFGQ GLDMPK ?RGML GLRF CILMU JCBEC@?QCPC?BGLE FCJNU ?LRCB?BQPCOSGPCQ?LC V RP?CDDMPR - CR?AMELGRGTCQ RP? RC E W SQCA?LGLDMPK CVN?LBM PK MBGDWK CR?AMELGRGTCILMUJCBEC !PC?BCPPC?BGLERFCFCJNU ?LRCBQCARGMLGL?LCU QN?NCPCVNCPGCLACQAMLDSQGML ?@MSRRFC?@@PCTG?RGMLQGLRFCHM @ BCQAPGNRGMLQ K CR?AMELGRGTCCVNCPGCLAC  (CEMCQ @?AIRMRFCN?EC DGLBQRF C ?@@PCTG?RGMLQ@MV PC?BQGR?LBEMCQ@?AIRMRFCQCARGMLFC U?QGLRCPCQRCBGL AMELGRGTCQRP?RCEW  ! DRCP?UFGJC FCBCAGBCQRMEM@?AI?LB AFCAIRFC?@@PCTG?RGML@MVRMAMLDGPKRF ? RFCF?Q L M RDM PE M RRCL M PKGVCBRFC ?@@PCTG?RGMLQ K CR?AMELGRGTCQRP?RCEW  ! DRCPAMK NJCRGLERFGQPC?BGLER?QI QSAACQQDSJJW FCGL RCE P?RCQRFCQSAACQQDSJPMSRGLCRMFGQK CR?AMELGRGTCILMUJCBEC @?QC  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM"F?NRCP 4 ?@ JCNPCQCLRQRFCLMRGMLRF ? R?JJN?PRQ M DRFCBG?EP?K DJMU GLT?PGMSQ BGPCARGMLQ?LB RF ? RRFCW?PCCVRPCK CJWGLRCPAMLLCARCB 4 F GQGBC?K GE F RL M R@CQM M@TGMSQU FCLWMS RFGLIM DILMU JCBECBCRCPK GLGLEU F?RCVNCPGCLACQ U MSJB @C ?AILMU JCBECB?LBU F?RQRP?RCEGCQU MSJB@CSQCBGLC?AFA?QC 4 F C ?PPMU Q ?PC K C?LRRMQFMU RFC GLRCPPCJ?RGML  ?LB L M RA?SQCCDDCARPCJ?RGMLQ 3?@JC,CR?AMELGRGML?LB1C?BGLE -CR?AMELGRGML?LB2C?BGLE - CR?AMELGRGTC 2C?BGLE   +LMUJCBEC (    2C?JGX?RGMLQ?LB ?U?PCLCQQCQ UFGJCPC?BGLE 2C?JGX?RGMLQ?LB ?U?PCLCQQCQ @CDMPCPC?BGLE !@MSRFCPQCJD  FGKQCJD?Q? PC?BCP - CR?AMELGRGTC 2C?BGLE 3RP?RCEW5QC -CR?AMELGRGTC h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dILMU GLEU FWGQ?LCQQCLRG?JDC?RSPCM D K CR?AMELGRGML !PC?BCPK SQRL M RMLJWF?TCRFCdDCCJGLEe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eQLMRGMLMD AMLQAGMSQILMUJCBEC BCTCJMNK CLR?JNQWAFMJMEW ?LB" PMU LeQ  GBC?MD CVCASRGTCAMLRPMJ GLDMPK ?RGMLNPMACQQGLERFCMPW  QCC4 ?@ JC   %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM"F?NRCP  3?@JC!G?JWQRMIg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eK CR?AMELGRGTCQRP?RCEGCQU?QSQS?JJW QMK CT ?PG?RGMLML?RWNGA?JN?P?BGEK SQCBGLQRSBGCQU GRFL?RGTC % LEJGQFQNC?ICPQ 0?PRGAGN?LRQPC?BRCV RQ ?JU?WQGL%LEJGQF?LB QMK CRGK CQ?BBGRGML?JJWGL3N?LGQF ECLCP?JJWQRMNNGLE? RQCJCARCB  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM"F?NRCP NMGLRQRMbRFGLI?JMSB cRCJJGLEU F?RCTCPU?QMLRFCGPKGLBQ 3MKCRGKCQ RFCRCVRF?BA?R?JWQRQRMKGQAMKNPCFCLQGML QSAF ?Q GLAMFCPCLRQCLRCLACQ )L?RJC?QRMLCQRSBW N?PRGAGN?LRQAMSJBBM RFCbRFGLI?JMSBcGL3N?LGQF 4 F CRFGLI?JMSBcQCQQGMLQUCPC R?NCB ?LBJ?RCP?L?JWXCBNPGK?PGJWRMBCRCPKGLCPC?BCPQe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eQNCPACNRGMLQM DRC?AFCPeQCVNCAR?RGMLQ  ?LB  2CFC?PQ?J "JMAI  AMLBSARCB?TCPWRFMPMSEF GLTCQRGE?RGMLM DA MELGRGTC?LB K CR?AMELGRGTCQRP?RCEGCQRF ? R@GJGLES?J?LB K MLMJGLES?JPC?BCPQSQCB ?RMR?JM D PC?BCPQ  3FCAMK N?PCBRF CQCRU MEPMSNQ GLRF C Q?K CU ?W+ LGEFRBGBAMK N?PGLE @GJGLES?JQe,U GRFK MLMJGLES?JQe, J  )LRFGQQRSBW  RFC%3, @GJGLES?J PC?BCPQF?B RU MBGDDCPCLRJ?LES?EC@?AIEPMSLBQ 4 F CW U CPCQ N JGRGLRMRU MEPMSNQGLM PB CPRM  %/1.$4#%$5)3( /%1,)22).- . &3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM"F?NRCP GLTCQRGE?RCRFCGP, J PC?BGLEQRP? RCE W SQC MLCEPMSNM DRF PCCF?B3N?LGQFPC?BCPQ ?LBMLCEPMSNM DRFPCCF?B#FGLCQCPC?BCPQ  "JMAIeQDGLBGLEQAMGLAGBCUGRF 7 ?JI C PeQ GLRF ? R, PC?BCPQSQCBQCJCARCBK CR?AMELGRGTCQRP?RCEGCQ (MUCTCP QFC ?NN?PCLRJWAMLRP?BGARQ + LGEFRC R?JGLRF ? R"JMAIQ ,PC?BCPQSQCBQCJCARCB K CR?AMELGRGTCQRP?RCEGCQU GRFBGDDCPCLRPCJ?RGTCDPCOSCLAGCQ?QAMK N?PCBRMRFC, J EPMSN "JMAIDMSLBRF ? R, PC?BCPQSQCBK CR?AMELGRGTCQRP?RCEGCQ?LBK MLGRMPCB QGK GJ?PJWRM, J PC?BCPQ(MUGQ RFGQAMLRP?BGARGML@CRUCCL"JMAI?LB+ LGEFR CVNJ?GLCB  /LCCVNJ?L?RGMLA?L@CRF ? R+ LGEFRQ  K MLMJGLES?J %LEJGQF N?PRGAGN?LRQUCPCNPMDGAGCLRM P?TCP?ECPC?BCPQ 5 LDMPRSL?RCJW  + LGEFRCR?JBMLMR PC N M PRRFCN?PRGAGN?LRQe PC?BGLE?@GJGRGCQ LMPBM RFCWK CLRGML RFCGP?A?BCKGA QR?L B GL E GLPCJ?RGMLRMRFCGPNCCPQ 4 F C GPN?PRGAGN?LRQ?PCM@TGMSQJWBGDDCPCLRGL RCPK QM DRF CGPPC?BGLENPMDGAGCLAWDPMK "JMAIeQ K MLMJGLES?J %LEJGQFN?PRGAGN?LRQ U FM F?BQNCAGDGA?JJW@CCLQCJCARCB?Q dNMMPePC?BCPQUFM F?BD?GJCB RFCSLGTCPQGRWeQ PC?B GL E NPMDGAGCLAWRCQR "JMAICVNJ?GLCBRF ? RRFCQCbPC?BCPQUCPCAFMQCL?QRFC QS@HCARQM DRFGQQRSBW@CA?SQCRFCW?PCRFCMLCQ?RUFMKAMJJCECPCK CBG?JPC?BGLE NPMEP?K Q?PC?GKCBc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c "JMAI  ?  4 F GQQSEECQRQRF ? RQMKC,PC?BCPQU FMUCPC,  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM"F?NRCP NPMDGAGCLRF?BSQCBK CR?AMELGRGTCQRP?RCEGCQ ?LBF?BK MLGRMPCBQGKGJ?PJWRM, J dNMMPe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cGCRF GL I GL E ?@MSRRFCQRMPW ICCNGLEGRGLKGLB PCK CK @CPGLEGR  MLJWQCAMLB RMRFCGPK MQRDPCOSCLRJWSQCBQRP?RCE W M DbDMASQGLEMLRFCGPNCPACNRGMLQ M DRC?AFCPQeCVNCAR?RGMLQc 0?BPML?LB7 ?VK ?LeQDGLBGLEQNPMTGBC?BBGRGML?J QSN N M PRRM7 ?JI CPeQAJ?GK Q RF ? RbJMU CP?AFGCTGLEQRS B CL RQ SQCJCQQQMNFGQRGA?RCB?LB GL?NNPMNPG?RCAMELGRGTCQRP?RCEGCQBSPGLEPC?BGLEc N   4 F CQCQRSBCLRQSQCB AMELGRGTCK CR?AMELGRGTC PC?BGLEQRP?RCEGCQQSAF?Q ?QIGLEOSCQRGMLQ?@MSRN?PRQM D RFCQRM PW RFCWBGBLeRSLBCPQR?LB AFCAIGLERFPM S E F  RFCQRM PW RMQCCGDRFCW PCK CK @CPCB?JJM DGR  GK ?EGLEM PNGARSPGLERFCQRM PW GL RF C GPKGLBQ ?LBJMMIGLESN U MPBQGLRFCBGARGML?PW 0 PGRAF?PB ? AJ?GKQ RF ? RRFCPCGQ JCQQK M L GRM PGL E GL , PC?BGLE AMK N?PCBRM, J PC?BGLEQCCK GLEJWAMLRP?BGARQ 0?BPML?LB7 ?VK ?LeQDGLBGLERF ?R ,PC?BCPQK MLGRMPCBAMK NPCFCLQGML ! DRCP?AJMQCPCV?K GL?RGMLM DRFCGPAJ?GKQ  GR GQNMQQG@JCRMQCCRF ? R RF CPCGQLMAMLRP?BGARGML 0?BPML?LB7 ?VK ?LeQN?PRGAGN?LRQ U CPC3N?LGQFQNC?ICPQ GLPBRMRFEP?BC?LB 0 PGRA F ? PB eQ U CPC3N?LGQF @?AIEPMSLBN?PRGAGN?LRQGLFGEFQAFMMJ % LEJGQFU?QPCN M PRCB JW RFC,DMP?JJRFCQC PC?BCPQ 5 L DMPRSL?RCJWRF CMTCP?JJ%LEJGQFJ?LES?ECNPMDGAGCLAWGQ LMRPCNMPRCBGL CGRF CPA?QC 0 ?B PM L ?LB7 ?VK ?LPCN M PRRF ? RW M SLECP,PC?BCPQ SQCBRFCQRP?RCE W  M D dK M L GRM PGL E AMK NPCFCLQGMLe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eQQRS B W ILCUU F?RQRP?RCEGCQRMSQC  RFCWBGBLMR?JU?WQQSAACCBCB GL?NNJWGLERFCK  4 F S QGLRFCPCQC?PAFJGRCP?RSPC  NMMPPC?BCPQ?PCRFMQCUFM BCQNGRCRFCD?ARRF ?RRFCWILMU UFGAFQRP?RCEGCQRMSQC  D?GJRMSQCRFCK ?NNPMNPG?RCJW 4 FGQECLCP?JGX?RGMLK ?W?NNJWRMK MQRAMELGRGTC?LB K CR?AMELGRGTCQRP?RCEGCQ ! LBCPQML GBCLRGDGCBQRP?RCEGCQ?LBAJ?QQGDGCB RFCK GLRM DGTCA?RCEMPGCQ      3SNCPTGQGLEQRP?RCEGCQ 3 SNNMPRQRP?RCEGCQ 0?P?NFP?QCQRP?RCEGCQ 3 RP?RCEGCQDMPCQR?@JGQFGLEAMFCPCLACGLRC V R 4 C QRR? I GL E ! LBCPQMLCVNJ?GLQRF ? RFCSQCBNPCTGMSQPC?B GL E QRP? RCE W GLTCLRMPGCQGL M PB CPRMAJ?QQGDWFGQMU LA?RCEMPGCQ &PMK FGQJGQRM DAMELGRGTCPC?BGLEQRP?RCEGCQ  GRGQNMQQG@JCRMGLBGA?RCUFGAFMLCQ?PCJGICJWRM@CSQCB?QK CR?AMELGRGTC 3NCAGDGA?JJWRFMQCQRP?RCEGCQSQCBRMQSNCPTGQCRF CPC?BGLER?QIc?LBbRMK ?GLR?GL AMFCPCLACGLRFCRC V Rc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c QRP?RCEW 3FCAMLDGPK Q 0?BPML?LB7 ?VK ?L  0 PGRAF ?PB   ?LB - GISJCAIWe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e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c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e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eQDGLBGLEQ ?PCAML QGQRCL RU GRFU F?R"JMAI ?  "CPICKCWCP  ?LB! LBCPQML  F?TCPCNMPRCB ]  3MKCNPMDGAGCLR,PC?BCPQSQCBK CR?AMELGRGTCQRP?RCEGCQ?LBK MLGRMPCB QGK GJ?PJWRMNMMP,  PC?BCPQ ] ,QRSBCLRQK MLGRMPCBAMK NPCFCLQGML@SRD?GJCBRMCK NJMWAMPPCARGTC K C?QSPCQMLACAMK NPCFCLQGML@PC?IBMU LF?B@CCLBCRCARCB?LB ] ,QRSBCLRQU GRFK MPCNPMDGAGCLAWSQCB?U GBCPT?PGCRWM DK CR?AMELGRGTC QRP?RCEGCQK MPCDPCOSCLRJW ,G?LB - SL@WQ   QRSBWAMLDGPK RF ? RNPMDGAGCLRQRS B CL RQM D?LML )LBMCSPMNC?L , SQCB?U GBCPT ?PGCRW M DK CR?AMELGRGTCQRP?RCEGCQ K MPCDPCOSCLRJW RF?L GL, J PC?BGLE?QNPCTGMSQJWPCNMPRCB@W!LBCPQML   ?LB*GK CLCXCR?J   %V?K NJCQM D,GeQQRP?RCE GCQ?PCN?P?NFP?QGLE PCNCRGRGML S QGL E AMLRCVRS?J AJSCQRMNPCBGAR JMMIGLEDMPNSPNMQCQ?LBGK NMPR?LRGLDMPK ?RGML TGQS?JGXGLE QCJD OSCQRGMLGLE SQGLE@?AIEPMSLBILMU JCBEC N?WGLE?RRCLRGMLRMAMLLCARGTCQ  QIGK K GLE QA?LLGLE N?WGLE?RRCL RGM L RM RMNGAQCLRCLACQ SQGLEAMK N?PGQML?LB AMLRP?QR ?LBNGAIGLEM S RICWUMPBQ 3GK GJ?PJWRM*GK CLCXC R?J ,G?LB- SL@WQCR?N ?PR?DCUK CR?AMELGRGTC QRP?RCE GCQRF ? R?PCDPCOSCLRJWSQCBM PRF ? R?PCQNCAGDGARM@GJGLES?JQRP?LQJ?RGML SQC M D@?AIEPMSLBILMU JCBEC QCJDOSCQRGMLGLE SQCM DNPCBGARGML?LBAM L RCV RS ?JAJSCQ  ?LBN?WGLE? RRCL RGM L RMQCLRCLACQ NGAIGLEM S RICWUMPBQ ?LBAMK N?PGQML?LB A M L RP? QRU GRF, J ILMU JCBECBMK ?GL 4 F C D?ARRF ?R@GJGLES?JQF?TC?L M RF CP J?LES?EC?LBJGRCP?AWQIGJJQRM CK NJMWNPMBSARGTCJWF?Q@CCLP?PCJW ?AILMUJCBECB & M PRFGQPC?QML*GK CLCXC R?J?LB,G?LB- SL@WQQRSBGCQ?PCCQNCAG?JJWGK NMPR?LRGL APMQQJGLESGQRGAK CR?AMELGRGTCPC?B GL E QRSBGCQQSAF?QRFGQMLC  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM"F?NRCP 5 CF?P??LB3FGK GXS   @?QGA?JJWPCNJGA?RC# ?PPCJJe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eQ DGLBGLEQAMLDGPK! LBCPQMLeQ   ?LB*GKCLCXC R?Je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bRFPCQFMJB NPMDGAGCLAWJCTCJ & M PK ?LWPC?BCPQ K CR?AMELGRGTCILMU JCBECQCCKQRM@C?Q RPM L E  NPCBGARMPM DQSAACQQ GLRF C N ?PRGAGN ?L RQe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c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bCLF?LACK CLR @WTGPRSCM DILMU GLEK MPCRF?LMLCJ?LES?EC GL?BSJRQ ?AOSGPGLE?L?BBGRGML?JJ?LES?EC 3FCQNCAGDGA?JJWOSCQRGMLQU FCRFCPQSAF CLF?LACK CLRGLTMJTCQ RFCb?AOSGQGRGMLM DJCVGA?JGRCK Q ?LBRFC?AOSGQGRGMLMD QWLR?ARGAAMLQRPSARGMLQ )LCQQCLACFCPOSCQRGMLJMMIQ ? RRFCGQQSCM DU FCRFCP K MLMJGLES?J?LB@GJGLES?J K SJRGJGLES?J JC?PLCPQ@CF?TCGLBGDDCPCLRU?WQ UFCL ?AOSGPGLE?L?BBGRGML?JJ?LES?EC 4 F GQ@CF?TGMPU MSJB@CGLDJSCLACB@WAMELGRGTC ?LBJGLESGQRGAPCQMSPACQ?T?GJ?@JCRMRFCJC?PLCPBSCRM@CGLEK MLMJGLES?JM P K SJRGJGLES?J  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc"F?NRCP )L+JCGLeQ QRSBWRPGJGLES?JQbQFMU CBQGELGDGA?LRJWE PC?RCPILMU JCBECRF?LRFC 1 LMLMJGLES?JQ= DMPJCVGA?JTCP@Q?LBRF CGPNPCNMQGRGML?JAMK NJCK CLRQ?QUCJJ?QDMP NPCNMQGRGMLQRP?LBGLEAMLQRPSARGMLQc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e? RRGRS B CQRMU ?PBQ%LEJGQF?Q?,3  RWNCQM DJCVGA?JRP?LQDCPGLRFGPB  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc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e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c"F?NRCP ,CKKCLQ  - ?EGQRC  / IQ??P  3GLEF ?LB# ?PPMJJ  4FMK?Q    / RFCPQRSBGCQF?TCDMASQCBMLRFCPMJCMDRFC, J ?LBRF C,M PM D @GJGLES?JGQK GL RFC?AOSGQGRGMLM D?RF GPB J?LES?EC BC' PM M R?LB (MCIQ   $CU?CJC  $SF?KCJ  ' MCRF?JQ  +PSK K  2 GLE@MK    (SDCGQCL      3GIMESIGP?   6?JCLAG??LB#CLMX   9GWSL    !DCUM RF C PQRSBGCQF?TCAMLACLRP?RCBMLRPGJGL E S ?JAMBCQUGRAFGLE ,?@PGC  ,GRT?I  3R?T?LQ  7 GJJG?K Q?LB ( ?K K ?P@CPE    RPGJGLES?JNP?EK ?RGANCPDMPK ?LAC - SJ?K @?    RFGPB J?LES?ECCRFLGA GBCLRGDGA?RGML 2MJQR?B   APMQQJGLESGQRGAGLDJSCLACGL,3 " ?PRCJR  -MFJC  #CLMX   @GJGLES?JGQK TQRPGJGLES?JGQK GLRFCBCTCJMNK CLRM DJGRCP?AW 3?RSGRM4 CL?   ?LBRPGJGL E S ?JCBSA?RGML GL RFCU MPJB #CLMX?LB6?JCLAG? ' MLX?JCX   (SDCGQCL   ,C@PSL?LB  7 PGE F R    - ?LWDJMSPGQFGLE@GJGLES?JAMK K SLGRGCQ GLRFCU MPJB JGICRFC "?QOSC AMSLRPW "?QOSC3N?LGQF # ?R?JMLG? #?R?J?L3N?LGQF M P)QP?CJ (C@PCU!P?@GA  ?K MLEK ?LWMRFCPQD?ACLCUCBSA?RGML?JAF?JJCLECQ ?QQRS B CL RQ?BB RFCJC?PLGLEMD ?RFGPBJ?LES?EC %LEJGQF  RM RF CGPASPPGASJSK  6?JCLAG?  ! PRGE?J   7 PGE F R  (?JJCJ?LB3NMJQIW    )LRFC53 K ?LW@GJGLES?JEFCRRMJGIC AMK K SLGRGCQGLJ?PECPAGRGCQ JGIC#FGA?EM .CU9MPI - G?KG ,MQ!LECJCQ $CRPMGR  ( MSQRML F?TCD?ACBRFCAF?JJCLECM DNPMTGBGLE@GJGLES?JCBSA?RGML?LB %3, NPMEP?K QU GRFT?PWGLEBCEPCCQM DQSAACQQ &MPRSL?RCJW GLM RF C PA?QCQ QMKC CBSA?RMPQF?TCBCAGBCBRF ? RRPGJGLES?JGQK GQ ?T?JS?@JCRMMJDMPCBSA?RGML QCCNGARSPC J  4 F S QK ?LW!K CPGA?L@GJGLES?JQRSBCLRQK CCRRF CAF?JJCLECM DJC?PLGLE?RFGPB J?LES?ECB S PGL E FGEFQAFMMJM PAMJJCEC 5 LDMPRSL?RCJW T CPW JGRRJCPCQC?PAFML, ?AOSGQGRGMLF?Q@CCLAMLBSARCBU GRFRFCQCNMNSJ?RGMLQ  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc"F?NRCP 0GARSPC 4PGJGLES?J3N?LGQF'CPK?L%LEJGQF%JCKCLR?PW3AFMMJGL3?LR?&C .CU-CVGAMFRRNK?GJKGJ?EPMQLCRAMKKSLGRW>B?W4PGJGLES?J>3AFSJC - ?LW@GJGLES?JM PK SJRGJGLES?JAMK KSLGRGCQGLRF CU MPJBPCOSGPCRFC CDDCARGTCJC?PLGLEM DRF GPB M PDMSPRFJ?LES?ECQ?QN ? PRM DRF C GPPCE S J?PCBSA?RGML?J ASPPGASJSK  & M PRFCQCAMK K SLGRGCQ  @GJGLES?JGQKM PK SJRGJGLES?JGK GQQCJBMK TGCUCB?Q?LM@QR?AJCDMPE?GL GL E JGRCP?AGCQ?LBCBSA?RGML?J QSAACQQ "GJGLES?JQM P RPGJGLES?JQ GLRFC@PM?BCPU MPJBAM L RCV R?PCQCJBMKTGCUCB?QQCAMLBAJ?QQAGRGXCLQ M PF?LBGA?NNCBJC?PLCPQ U FM LCCBQNCAG?JQAFMMJGLE?Q GQQMK CRGK CQRFCA?QCGL K GLMPGRWJ?LES?ECNPMEP?K Q GLRFC53)LK ?LWPCEGMLQM DRFCUMPJB @GJGLES?J?LB KSJRGJGLES?JCBSA?RGML?PC@MRFTGCUCB?QQRCNNGLEQRMLCQDMPDSRSPCQSAACQQGLJGDC ' CPB? - ?LQMSP   NMGLRQM S RRF ? R@GJGLES?JM PK SJRGJGLES?JEMTCPLK CLRQT?JSC J?LES?ECQ?QRMMJQDMPL?RGML@SGJBGLE QCCNGARSPC  9 CRGRQFMSJBL M R@C QSPNPGQGLERF ?RK ?LWNPCBMK GL?LRJWK MLMJGLES?JEMTCPLK CLRQU GRF?KMLMJGLES?J CBSA?RGML?JQWQRCK TGCUMLCJ?LES?EC?QRFCMLJWJMEGA?JRMMJDMPL?RGML@SGJBGLE - MPCRF?LMLCJ?LES?ECGQQCCL?Q?RFPC?R&C?PQM DK SJRGJGLES?JEPMSNQ?LBM D? J?PE CNMNSJ?RGMLU GRFSLBCPBCTCJMNCBJ?LES?ECQIGJJQ GL?BCOS?RCJGRCP?AW GLRFC  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc"F?NRCP BMK GL?LRJ?LES?EC? PC ?PE S K CL RQ RF ? RK MLMJGLES?JK GLBCBB CRP?ARMPQM D @GJGLES?JGQK SQCRM@ M W A M RR@GJGLES?JM PK SJRGJGLES?JCBSA?RGML GL) .GRRMLGJ7C@HGGM 3GLFB  .PRGD?NC 3 2 )  , ! .+ ! C3? a*B?B?;HEA?EE#3F7%%%@?7HF _ GU _ K =  OREPDH = _??DR`BG WC\Q_CGU?Y@ J ADAE??S?L DCB?GPCR?L?V?ME ^PbV2R)BR ZaQ?"R'Zab?A??* '# MM/GRDQQ$/MBM?DG?QL/=2 MM/MB??/HO5B55J K ( ? / ? - " G ? L / HN "?`QM?QA!GBRC"QMVV?B)7RRJ GE1B ! Jg [dTd eg ,] ]PG ? ,J 0GARSPC /DDGAG?J 4PGJGLES?J3GLF?J?4?KGJ%LEJGQF.?RGML?J7C@3GRCMD3PG ,?LI? FRRNUUUJI 2CQC?PAF GL B GA?RGL E RF CAGPASK QR?LACQM D@GJGLES?JQJC?PLGLE?RF GPB J?LES?EC K ?WQFCBQMK CJGE F RML @GJGLES?JCBSA?RGML?LB UGJJNMGLRRMU ?PBQLCUBGPCARGMLQ DMPK SJRGJGLES?JCBSA?RGML ] %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43 /%1,)22).- (QGBPMc"F?NRCP 3FGPB+?LES?EC1C?BGLE 4 F C QRSBWM DPC?BGLEAMK NPCFCLQGMLGL?RFGPBJ?LES?ECF?QL M RNPMBSACB? J?PEC?K MSLRM DPCQC?PAF , PC?BGLEF?Q @CCLQRSBGCBCGRFCP?QN ? PRM D,3 JC?PLGLENPMDGAGCLAWM P?Q?LMDRCLLCEJCARCB T?PG?@JCM D,PC?BGLE - MMPC   PCNMPRCBRF ? R3GLE?NMPCAFGJBPCLUFM?PCJC?PL GL E RMPC?B %LEJGQF ?QRF C GPRF GPB J?LES?ECQCCKRM PC?B? R?@MSRRFCQ?KCJCTCJ ?Q! K CPGA?L AFGJBPCLMLC?LBMLCF?JDWC?PQW MSLECPc 4 F GQJCTCJMD?AFGCTCK CLRQCCK QF?PB RM @CJGCTCDMPAFGJBPCLUFMF?TC% LEJGQF ?Q ?RFGPBJ?LES?EC?LB UFMF?TCJGK GRCB J?LES?ECAMLR?ARU GRF %LEJGQF - MMPCSQCB@MRF GLBGTGBS?J?LB E PMSNPC?BGLE?AFGCTCK CLRRCQRQ RM K C?QSPC RFCAFGJBPCLeQPC?BGLE?@GJGRW 4 F PM S E F  P?LBMK Q?K NJGLEQFCF?B AFGJBPCL  @MWQ ?LBEGPJQ  SQCRFC3GJT?PMJG)LDMPK ?J 2 C?BGLE)LTCLRMPW   4 F GQ  GLTCLRMPWAMLQGQRCBM DEP?BCBU MPBJGQRQ ?LB N?P?EP?NFQP?LEGLEDPMK + EP?BC JCTCJ 3FCPCN M PRQQMKCM DRFCAFGJBPCLe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b?QS@QCRMDBCAJ?P?RGTCK CR?AMELGRGTC ILMU JCBECc #MV   M Pb?L GLRCEP?JN ?PRM DRFCECLCP?JFC?BGLE dK CR?AMELGRGMLec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eQ QRS B W M DRFCCDDCARQM D @GJGLES?JGQK TQRPGJGLES?JGQK GLRF C BCTCJMNK CLRM DJGRCP?AW?LB3U ?GLeQ  QRSBW M DRF C PMJCM D, JJGRCP?AWGL, JC?PLGLE 3?RSGRM4 CL?  JMMICB? RRFCCDDCARQMD @CGLE@ GJGRCP?RCTQ@CGLERPGJGRC P?RC GLRFCBCTCJMNK CLRM D,3 % LEJGQF JGRCP?AW 3FC  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc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eQBGQASQQGMLGRGQNMQQG@JCRM QCCFMU( MPL@CPEeQK SJRGBGK CLQGML?J  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM "F?NRCP AMLRGLS?BGQASQQCB? RRF C @CEGLLGLEM DRFGQAF ?N RCP?PCPCJCT?LRGLRFCGLRCPNPCR?RGML M D3U?GLeQDGLBGLEQ ) R?NNC?PQDPMK RFGQQRSBWRF ? RRF C PC GQ?LCDDCARM DDGPQR J?LES?ECJGRCP?AWB7CD7GLBCNCLBCLRM DDGPQRJ?LES?ECMP?J?SP?J J?LES?ECQIGJJQ  GLBCNCLBCLRM DECLCP?JJCTCJM D ( ,\( CPGR?EC ,?LES?EC= NPMDGAGCLAW?LBGLBCNCLBCLRM DRF CJGLESGQRGAFGQRMPGA?J PCJ?RGMLQFGN@CRU CCLRF CRU MJ?LES?ECQ 3U?GL   ( MPL@CPEeQLGLCAMLRGLS??B?NRCBRM?,AM L RCV RGLAJSBCSQCDSJBGKCLQGMLQ  QSAF?QRFCAMLRGLS?M DMP?JJGRCP?RC MP?JU PGRRCL QGK GJ?PBGQQGK GJ?PJ?LES?ECQ , J   ,LRP?LQDCP K ?APMK GAPMRMRFCAMLRGLS?M DPCACNRGMLNPMBSARGML?LBAMLTCPECLR BGTCPECLR , J JGRCP?AW?DDCARQ, Q ?AOSGQGRGML 4 F CQCBGK CLQGMLQ?PCLCCBCBRM ?NNPCAG?RCRFCGLRCPPCJ?RGML@CRU CCL, J JGRCP?AW?LB , , 3  JGRCP?AGCQM DK SJRGJGRCP?RC GLBGTGBS?JQ !Q3U?GLNMGLRQMSR FCPDGLBGLEQ GLBGA?RC RF ? R@GJGLES?JRPGJGLES?J CBSA?RGMLNPMEP?K QRF ? RNPMK MRCDGPQRJ?LES?ECJGRCP?AWF?TCK MPCAF?LACQM D GK NPMTGLERFC?AOSGQGRGMLM D?BBGRGML?JJ?LES?ECQ 4 F CQCB?R?QRPMLEJWQSNNMPR ' MLX?JCXd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c"F?NRCP PCQC?PAFQCRRGL E  N?PRGAGN?LRQ  PC?BGLEK ?RCPG?JQ  B ?R?AMJJCARGMLNPMACBSPCQ  L?RSPC M DB?R? K CRFMBQM DB?R??L?JWQGQ?LBJGK GR?RGMLQM DAFMQCLBCQGEL?LB K CRFMBMJMEW 3 C RRGL E "?PACJML?GQ?AGRWU GRFRUMMDDGAG?JJ?LES?ECQ 4 F CQGELQ GL RFCQS@U?WQ?LB @SQCQ ?PC GL3N?LGQF?LB#?R?J?L - ?LWQRMPCQ F?TCQGELQ GL3N?LGQF?LB# ?R?J?L QGBC@W QGBC - ?LWQRMPCQ NGAICGRFCPJ?LES?ECBCNCLBGLEMLRFCMU LCPQe JGLESGQRGA FCPGR?EC 4 F C PC GQ ?K?HMPJMA?JLCUQN?NCP  %, 0%2 )/ $ )# /  RF ?RNS@JGQFCQ RUM CBGRGMLQ M DRFCQ?K CN?NCPGLRFCRUMJ?LES?ECQ CTCPWB?W QCC )K?ECb#?R?JMLG?? @GJGLES?JQMAGCRWc  4 FCPC?PCK?LWN?NCPQ  K ?E?XGLCQ?LB@MMIQGL# ?R?J?L?LB 3N?LGQFQMJB GL LCUQN?NCPQR?LBQ?JJMTCPRFCAGRW " GJGLES?JGQK GQ ?N?PRM DRFCJGLESGQRGA PC?JGRWM D"?PACJML? 4 F GQ BMCQ LMR KC?LRF ? RNMJGRGA?JQRPSEEJCQ?LBAF?LECQ ?PCL M RAMLRGLSMSQJWE MGLEML $ S PGL E  &P?LAMe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`P U K EKRLR;??3GK` h G V JG  /D_P\  # ;EGVR  7!1HA??_ ES? WRRCL LRMSRPQL= R ? LTK?R?LB JCGMTF = A A R  !A`_NSGAQ_ #PCDAPW? - L ? T R - R C G DJA? 7GDDRK DR=RPA!AGMANDG?LA?J_SG ?BLAGP? GFACLR?SPRMR L P C A L R QMPC  GRM  %E65A S GGS V RRF ? # - P! GGGGI ( RGT PRGPGPN ? C GC GRPE ! - GT  L CPML??RPCE?CGGRa M L ? ? P C C G? U 4+ 33H?33A?)1/.5 11  R P R ? D R? M PCR#R? U RR? QAM - RQ? R? ? U U  NAGRM KAPRP?GRLC?P?URB PU 7 S ? #R?RP PT  -PQMMKLARMPQ? GRCRM F ?P?CTC_C_ P KQQAPS?Rg?PRNCAPR M?A?` L G _#5  D6 MU?CA`GAAS?QCKPR _L @SPC MBCIQ?LPCE73E? RC A?LRQ-RRRU]? DD?PRTPQPC VMLDA??5RB.R M 4R?PPRMDPG4+ P? A C M?? K MQQQ RM# QSDRVG?G?UCU C?P ?DPPCRDRRNQ36 LM/  IGR? R ?Q?Q? R R R GPC K C ' MGRPC_?K GPC Q  _U?? RMSDDPM??  HCRA?L?R J? _L? G - ? - P ` D A PRP PC GL E D J ? G A ? / G- R ? _ 7 * A K * GA / RM D P  MQRP C` G?'M?UMG#5DP_WMPRUPH?AC?"G?B`RR JSCSL_GRMRM- RML\RM- DP ?_ P_CAT TR_ K?QQ AAKJ?LAQC?MQ 0)  Q ?SPARD S V R 33 K*1P 1MKC_K_?RC L P M Q H G  ]!G +5GPUHLP__B`R P -LRRDJRVLAGTd _` DJPDRLSG! -`K_ C`?HG0_GRAPCQ_ ?L`AP?GT  JCU S G G?RMPRRRQK ARM /PRM MKU`?PC?TA?UACR- RME@ NMM????L #JU ?PRM`)_WRM? ;L%?$EF EE RDPVSQG S`C?UU? R?PC RK C PA U ? RRR M M ? NGAI? P_RDPCMMPSF= GPERQCMARALCL ?R?C M T =PM L  ?AMRRLA Q  ??M D/A ML A3 A S ?=LKLRPR AKSLDPCCP QGAT LAV?G?BPC-6!#GEGLDPPCC? <`?PS RPTR?P`? M?VSMLPKAA?PRA)GPP`R_TG ? 1BPC?L?S?ACDPCP2+EPCP??LP-R-= N ARPPGQMUL` GC=A?QK ALD _ Q  " B P  =G1H2R+K?ASLCLCRAA?F>dP` T? J? ;EICH6M ? _ V S  A?T?ALMT?LPM?M? E HRMBQA S G G-RGC?JGPPCAML MU? QMPRPACKC???LL RD S S R? GSK1UG??R$ SL ?C3CE@E7EG@33? ?QR??PCUSAPRN?PGPCG` ASC G P ? B L D = C? ? ?? /! ACJCR B PMA4A?MP?P?DCG#RRRRJRM R  JL  ?  "PAA?M"#'QGQ ?MA?`?ALQLG?RMKKA-  J?RQPMT?!P?MQ"???=U-LC??CPSRBM?P+J "DP?B ] P C  K S  ?QRS?CCPAC?ACLRMQ)C? SUV?DG_WRB?A M ` PC K  UR#?SQ=P?ACG U ?AAK? R (SRBSSBKR UB?ROS?R N G M  GPE#!?PM_APU_?LC?MYB5/GGA?SEG-CS`P M?=LGGA ?LHSGGSC`_?RCLDJ"?ADPRA?GRC'P? LKMB T`KM*8LJ]LGSUGA?-P?S ??? AUGSPCSP?SPUC?GGPA?BGCK?L?DGLT?GCG? 0GARSPC b#?R?JMLG? ?@GJGLES?JQMAGCRW#G5eQ 1?# ?R?J?LNMJGRGA?JN ?PRW < ?EEPCQQGTC K MLMJGLES?JGQK UFGAF?GKQ ?RRFCCJGK GL?RGMLM D3N?LGQF?Q ?J?LES?EC DMPRFCJMA?J EMTCPLK CLR?LAJ 0 0 eQ ;;?LMRFCPNMJGRGA?J N ? PRW < GBC?QMD@GJGLES?JGQK @MRFK?ICJGLESGQRGANJ?LLGLEAMLRPMTCPQG?J ;;4FCRP?LQJ?RGML GQ K GLC< 4 FC JGLESGQRGABS?JGRWGQ NPCQCLRCB RM RFCTGQGRMPCTCPWUFCPC?LBGLK?LW DMPKQ DPMKRFCJ?@CJQMDDMMB NPMBSARQ RM RFCNMJGRGAGXCB EP?DDGRGMLRFCQRPCCRU?JJQ QCCNGARSPCR  b"GJGLES?JGQKGQ DPCCBMK#?R?J?L %LEJGQF GQ?OSMRC )PC?BML?U?JJGL BMULRMUL "?PACJML? 4FGQ NFP?QCCVNPCQQCB?QRPMLEBGQJGICRMU?PBQRFCBMKGL?LR 3N?LGQFJ?LES?EC@WJC?TGLE3N?LGQFMSRM DRFCCVNCARCBBS?JGRW #?R?J?L3N?LGQF  !DRCPAFCAIGLEUGRFCVNCPRQ ) U?QRMJBRF?RRFCOSMRCU?Q R?ICL?Q?PCKGLBCPMDRFC JGLESGQRGAMNNPCQQGMLRF?RQMKCKCK@CPQMDRFC#?R?J?LQNC?IGLEAMKKSLGRWDCJR  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc"F?NRCP2 UFCL3N?LGQFU?Q RFCMLJWMDDGAG?JJ?LES?EC )LRFCGPMNGLGML @GJGLES?JGQKU?QGL GRQCJDLMR?NPM@JCK LMPU?Q GR%LEJGQF?Q?BMKGL?LRGLRCPL?RGML?JJ?LES?EC 5LDMPRSL?RCJW P?RFCPRF?L RFGLIGLEb4PGJGLES?JGQKGQ DPCCBMK#?R?J?La3N?LGQFa %LEJGQF c RFCKCQQ?ECQCCKCBRM R?PECR3N?LGQFMLJW 4 F CPC?QMLGQ RF?R3N?LGQF  RFCJ?LES?ECM DRFCK?HMPGRWM DRFCNMNSJ?RGML  U?Q LMU@CGLER?PECRCB?QbRFC J?LES?ECM DMNNPCQQGML @WKGJGR?LR#?R?J?LGLBCNCLBCLRGQRQ $CQNGRCRFCK?LW ?BT?LR?ECQMD3N?LGQF#?R?J?L@GJGLES?JGQK J?LES?ECBMKGL?LACMNNPCQQGML PCK?GLQ ?AMLRPMTCPQG?J GQQSCGL"?PACJML? 0GARSPC  b"),).'5!,)3- )3&2%%$/-#!4!,!.%.',)3(@GJGLES?JGQK GL#?R?JMLG?PCK?GLQ?FGEFJWNMJGRGAGXCBNFCLMKCLML  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc"F?NRCP !Q DS PRF CPCTGBCLACM DRFCNMJGRGA?JTMJ?RGJGRWM DRFCJ?LES?ECGQQSC RFC MPGEGL?JEP?DDGRGMLRF CU?JJF?B@CCL?JRCPCB 3MK CMLCU PMRCRFC3N?LGQFU MPBQML RMNM DRFC# ?R?J?LMLCQ@GJGLESGQKMMLRMNM D@GJGLEGGGQK C K ?IGLERFCCJMMIJGIC?L M ?LBJG@CPR?BML RMNM DJJG@CPR?R K?IGLERFCDGL?JbRc JMMIJGIC?bB  .MRGACRFC QWK@MJb. 9 c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b@ S RP? RF C P?Q RF CPCQSJRM DRCLQGML@CRU CCLRFMQCaGLBGTGBS?JQ QAFMMJQ CRA aQNC?PFC?BGLERF CQNPC?BM D#?R?J?LGLRFCCBSA?RGML?JQWQRCK ?LBRFMQCJ?EEGLE G G G   H %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1  413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc"F?NRCP @CFGLBBSCRMNPMDCQQGML?J GBCMJMEGA?J NP?ARGA?J M PNCPQML?JPC?QMLQ 6GJ? N  c 4 FGQCVNJ?GLQU FWRFCQGVPC?BCPQGLRFGQQRSBWF?TCQSAFT?PWGLEBCEPCCQM D CBSA?RGMLGL# ?R?J?L?LB3N?LGQF 6GJ??BBQ R FCRFPCCKMBCJQQR?LB?QLMRFGLE KMPCRF?L RFCQGKNJGDGA?RGMLM D?AMLRGLSSK U FCPCMNNMQGLERPCLBQ ?LB RCLQGMLQ F?TCRF MPMSEFJWRP?LQDMPK CBRFCJ?LBQA?NCM DRFC#?R?J?LCBSA?RGML?J QWQRCK  B S PGL E RFCJ? QRDGDRCCLWC?PQc N   ! LMRFCPGK NMPR?LR?QNCARRMAMLQGBCPUFGJCJC?PLGLE?@MSRRFCJGLESGQRGA CBSA?RGML?J NGARSPCGL"?PACJML?GQ RFCA S PPC L RGK NJCK CLR?RGMLM D@GJGLES?JCBSA?RGML ?RRFCAMJJCECJCTCJ ! RRFCRGKCM D&P?LAMeQBC?RFGL   LMAJ?QQCQU CPCMDDGAG?JJW AMLBSARCB GL# ?R?J?L "W  RFCNGARSPCF?BAF?LECBBP?K ?RGA?JJW ! 5 LGTCPQGRW MD"?PACJML?QRS B CL RNS@JGA?RGML PCNMPRCB RF ?R NCPACLRM D?JJAJ?QQCQ U CPC@CGLE AMLBSARCB GL #?R?J?L %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc"F?NRCP  2 > ]"        2RD.DR B  CQ@BGQA RRR RRK R4@MTRRCaR2CPTM 4  RG"RRG?LR?PPRBGBAQB?D? D G    6  b I 4! 3*BCGRGAJ?QQCQQeKUPCPUL?A!HRRRK/UR!AP  PCLRGDJ NRD3"GP M C GGA ? M ? G   DRP EP??PG E"a@PAQS SSaQNGAQ?P"ALNaD^LSKW aKL?G LBMSCPGCDQACLRPCQaBGALRRRaRPMCPLK CK  W M S   CKCQGL ? Q CJCQQDJAHMAK NCPACKPCTARNCPRR PLRQ G R " T OUR?  Q3;b LDCRaL PC?JQ HPRQLMPQ +RQRS? Laa SR RDLNBSR" 5ACP*RT?R BC 1C4MMK R?US?ML)GR/M4A?R GDGHI" RCJGKC? A B HMMP? A C % 2 A?NQRDLRSBGBC? Q A M K K BCLMPK?RCVGM RPOSQAHB?QACLMCQb BC' NGCQRBCLRQ BC? Q AMP?SALQ ?M?BRKa,J BC? Q  BUQRRD  PRDRA?P GAMPAG?R?P 4 PD?PK V  @CA?PQ BCAQAMDJR?ADRQBC LMLSDAT?@B6T T QM A GBCA ? R A RD R C FaM,CPT?JBLAD?KCLRRCRCPDRS C?a C RDPA?PRRDJJCQR G G Q Q C T    R M LVQ3?ESC? .KQ a P K bBMCCLM?CLC ?RR C Q J?MC"CLA?QBCPRBSAHMM? P C SL 5 GC KH?RUP R?Cb"CLA?Q$GNCPTRCLR?DC^,CRCKC?M T? P C S G25 /CPAMPRP? ? .KQa?LCG P NTARL4"EA CQ4BP "?K ?Q= R GI S A GS L MR, , RG2MAUQMLSL    2 A  4BCCCLA?CQRQCLA?R?. &RERMDG) RQ PCLQCLQ?LCLR GL KC AJ?QQCQ?L A ?R?4 Sb 5RUD@(FBB@-_RAAMP4U/1#S4R?RPV?GP G _ESR ] BCQACLR PEaP DRP B MCA4 RRRRCLC?SS QCJBPP$QAMGG 4PPa LD RD D6TKRDRG2 B)MHPBb SHKBSL %JGKULJUJU-A5CPB?@)BBMAGPA LL@B  ? 2 LGG6a,R    ?aQNDaTKAbK  MGMJAQAPGR aLOSP? R K R S  KN?PR,( L A4 SR  $J AU Q RQ a JaDF H I RQL,? a aKRF ; D F % ; BaBRQ MMPGSMAQ   NHRRGBRPRGPT?A*[ BBAAS BCJQ GL N Q BR B?QQC  3 Q_YSB?B%BSA*# - GD- ?K C_J5  !P?RPC ]-CKGQS RLTCQ#+ G4CAP??GCQBC7 R GR? PC L?K ` # /CJ " E RC? Q ACLRPCQ R@ Q RR S P R G4 GQ RK B   BC 4% V P R GR BC&CBM G ?   0  Ba D"QAMDC 4PPCPTSL?RDRSSBQ$K?CQCL@Q MHCLRQGPDPMNCPAK RPaQN?RCLGB?ARRSPQCBK@JCQBCDABPRL R S G RCJGa C Q K ?GP?M ? ?CQ)GAPCTAQUaGRAAMBP a Q  B?JCQ N bACLRPCQhLMNCPCPACLW?KCD"QAM RRQSCNCR?R?GR J U  "aP?KAKPCVGASRSBE E ?AQKUP?A@2MLLSGML U A?  RPCQ ASCE ? M?CKCLR?GDG@ BCR A V ? C  RMR?BAACLMC ^ ? HRL Q B?QR GC L A C Q KCQBRQSA?MQCL/U) aRSRGDSG "?RGG   5 D$QAMS4DDRRPQRRRL MC%MPK?A A? /RG JAQQAS RDR&" 2 (SL; J  RL ,Q CKA=R?RPAPRQMPANRQ RCQ SDPCQ MQA= @   ? D E  CJ (""2 G BMARLASaLAH+, $LG?WCL?&a "G  ?  )  ;   PPK K ?A /LTQBC ?"PKUWMR, /A?MA?"LKP?+ "RMRQRGQACLSCQHBRCLQ BAQPRNBPRR?CLRa CQRCQAM Q QCQLSA?? P RQA P H4PPa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a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c"F?NRCP $ SPGLERFCDGPQRKMLRF  ( KCRU GRF?JJM DRFCN?PRGAGN?LRQ?LB?QICBRFCK RM AMKNJCRCRFPCCOSCQRGMLL?GPCQ QCC?NNCLBGVCQ ! "  ?LB$  7 GRFRFCGLDMPK?RGML M@R?GLCBRFPMSEFRFCOSCQRGMLL?GPCQ  ( U?Q?@JCRMAMKNGJCICW@?AIEPMSLBD?ARMPQ ML RFCQCPC?BCPQCBSA?RGML?JJGLESGQRGA@?AIEPMSLBQ QCC4?@JC  !DRCPRFCR?@JC  C?AFN?PRGAGN?LRUGJJ@CBCQAPG@CB GL KMPCBCR?GJ 3?@JC  #CQAPGNRGMLM DPC?BCPQ CBSA?RGML?JJGLESGQRGA@?AIEPMSLBQ EC 2MAGMCAM LMKGA @?AI EPMSLB -?RGTC J?LES?EC   QCAMLB J?LES?EC /?PCLRQg L?RGTC J?LES?EC 2AFMMJ WC?PQ GL "?R?J?L 2AFMMJ WC?PQ GL 2N?LGQF  2AFMMJ WC?PQ GL $LEJGQF ?Q?%+ 2AFMMJ WC?PQ GL %PCLAF?Q ?%+ 2AFMMJ WC?PQ GL MRFCP J?LES?EC , CPAC "?PKC 1 MQM  2CPEG -SPG?  ,GBBJC AJ?QQ  ,GBBJC AJ?QQ "?R?J?L 2N?LGQF "?R?J?L ,GBBJC AJ?QQ  ,GBBJC AJ?QQ  ,GBBJC AJ?QQ  ,GBBJC AJ?QQ "?R?J?L 2N?LGQF "?R?J?L 2N?LGQF "?R?J?L 2N?LGQF "?R?J?L 2N?LGQF "?R?J?L 2N?LGQF "?R?J?L "?R?J?L "?R?J?L "?R?J?L  "?R?J?L KMRFCP 2N?LGQF D?RFCP                   /GAICBSN  %PCLAFGL +JGTG?         0 M P RS E S C Q C  (R?JG?L /GJ?P  !JJM DRFCN?PRGAGN?LRQF?B?QRC?BWGLAMKC RFCGP?QQGQR?LRQFGNN?GBDMPQMKCM DR FCGPQAFMMJ CVNCLQCQ @SRLMLCM DRFCKPCJGCBML RFGQGLAMKCRMDSJJWQSNNMPRRFCKQCJTCQ - MQRJWRFCGPN?PCLRQ QSNNMPRCB RFCK  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM "F?NRCP  !JRFMSEF ?JJN?PRGAGN?LRQUCLRRFPMSEF ?RJC?QR WC?PQM DDMPK?JQAFMMJGLE  RFCLSK@CPMD WC?PQ DMP#?R?J?L?LB3N?LGQFT?PGCB DPMKPC?BCPRMPC?BCP-MQRM DRFCKQR?PRCBQAFMMJ?PMSLB RFC KGBQCTCLRGCQ?DRCP3N?LGQFBGAR?RMP&P?LAGQAM &P?LAMBGCB GL  3FMPRJW?DRCP&P?LAMeQBC?RF  KMQRK GLMPGRWJ?LES?ECQ #?R?J?L "?QOSC?LB '?JGAG?L UCPC?JJMUCB RM@CJCE?JJWSQCB GLQAFMMJQGL #?R?JMLG? RFC"?QOSC#MSLRPW?LB'?JGAG? ,CPAC -CPACU?Q ?TCPWF?PBUMPIGLE?LBPCQNMLQG@JC#?R?J?LJGLESGQRGAQ BMARMP?J QRSBCLRGLFCPKGBRUCLRGCQ 3FCU?Q P?GQCB@GJGLES?JJW?LBQFCPCACGTCBFCP CBSA?RGML GL@MRFJ?LES?ECQ 7 FCLUCR?JICB?@MSRJC?PLGLEDMPCGELJ?LES?ECQ  -CPACBCQAPG@CBFCP CVNCPGCLACQ %LEJGQF?LB&PCLAF ?Q TCPW LCUCVNCPGCLACQ 3FCBGB LMR RFGLIRF?R QFCF?B F?B?LW?BT?LR?ECQGLJC?PLGLE?LMRFCPJ?LES?EC@CA?SQCQFCU?Q @GJGLES?J ?JPC?BW !AAMPBGLERM4FMK?Q 22  ?@GJGLES?J NCPQMLF?Q RFCNMRCLRG?J RM BCTCJMNQMKCFCGEFRCLCB?U?PCLCQQ RF?RFCJNQ FGK FCP?NNPM?AFRFCNPMACQQ MD JC?PLGLE?RFGPBJ?LES?EC (MUCTCP  RFGQ NPMACQQBMCQ LMRQCCK RM@C?SRMK?RGA )R GQ ?AMKKML@CJGCDRF?R?@GJGLES?JNCPQMLA?LC?QGJWJC?PL?RFGPB J?LES?EC@CA?SQC RFGQNCPQML F?Q?JPC?BWCVNCPGCLACBQCAMLBJ?LES?EC?AOSGQGRGML ?J?LES?EC BGDDCPCLRDPMKRFCKMRFCPRMLESC @CDMPC (MUCTCP  RFGQ?NN?PCLRJWU?Q LMR ?AASP?RC GL -CPACQA?QC -CPACQNCLRRUMWC?PQM DIGLBCPE?PRCLGL#?R?J?L  RFCL&GTCWC?PQM D CJCKCLR?PWQAFMMJ GL3N?LGQF RFPCCWC?PQM DKGBBJCQAFMMJ GL#?R?J?L ?LBDGTCWC?PQ MD@GJGLES?J FGEFQAFMMJ 3CC!NNCLBGV "  !DRCPRF?RKMQRMDFCPAMJJCECWC?PQ UCPC AMLBSARCBGL#?R?J?L )LRMR?J - CPACPCACGTCBWC?PQMDFCPCBSA?RGMLGL3N?LGQF ?LB WC?PQ GL#?R?J?L 3FCJC?PLCBRM PC?BGL3N?LGQFDGPQR?LBGL#?R?J?LQFMPRJW ?DRCPU?PBQ (CPKMRFCPRMLESC ?QQFCRMJBKC U?Q#?R?J?L?LBQFCU?Q FGEFJW %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc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g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c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eRRFGLIRF?R)?KN?PRGASJ?PJWEMMBUGRF J?LES?ECQ )RQHS QRRF?RFCPC 1GL,JGTG?=WMSEPMU SNFC?PGLE3N?LGQF  #?R?J?L?LB&PCLAFGL RFCQAFMMJ?LBGL RFCQRPCCRQ (MUA?LWMSLMRJC?PL RFCK  14?ICLDPMK2MQMeQCVGRGLRCPTGCU<< %/1.$4#%$5)3( /%1,)22).- .&3(%#./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc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dRFC CVNCPGKCLRQ e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g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gRQRSBW GLBCNRF (DWMSgPCPC?BGLE?RFMKCK?W@CWMSA?LLMRGAC?LBRCJJ WMSPQCJD WMS?PCLMRSLBCPQR?LBGLEMPRF?RWMSPCPC?B?N?PR !SRGD WMSF?TCQMKCMLCGLDPMLRM DW MS M DAMSPQC  GRGQ LMRL?RSP?J 3 FC A?KCP??LB RFCR?NCPCAMPBCP?JU?WQK?ICWMSDCCJMSRM DNJ?AC QFW (BMLgRILMU :3?ICLDPMK-SPG?gQCVGRGLRCPTGCU<< . DRFCQGVN?PRGAGN?LRQ QFCF?BF?BRFCKMQRWC?PQM DQGKSJR?LCMSQ @GJGLES?J CBSA?RGML (LD?AR ?N?PRDPMKRFCRFPCCWC?PQ GL*GLBCPE?PRCLUFCLQFCU?QR?SEFR GL"?R?J?LDMPFCPQAFMMJWC?PQ QFCF?B F?B?NNPMVGK?RCJW  M DFCPGLQRPSARGMLGL "?R?J?L?LBGL2N?LGQF RRFCRGKCM DRFCQRSBW QFCU?Q?QCLGMPK?HMPGLEGL"?R?J?L JGLESGQRGAQ  WC?PJ?RCP QFCA?KCRM RFC4LGTCPQGRWM D(JJGLMGQg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c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g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gCTg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g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eCTe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d+?@PSH?WJ? FCPK?L?BCJ2MJe 2N?LGQF DMPd3 FC6 GRAF?LB RFC2SLgQ QGQRCPe  d3 FCRFPCCIGLEBMKQ e?LB   d$J LCLNPMBGEGMQe "?R?J?LDMPd3FCK?EGA@MWe  3 FCDGPQRM DRFCQCRFPCC R?JCQ PCJ?RCQ RFCD?LR?QRGA?BTCLRSPCQM D(T?L ?WMSLE "X?PGL ?1SQQG?L IGLEBMK 3FCCTGJAF?P?ARCPGQ FGQ QGQRCPRFC6 GRAF?LBRFCEMMB AF?P?ARCPGQ FGQNPMRCARMPRFC2SLQ QGQRCP 3 FCQCAMLBR?JCGQ?@MSRRFPCCQMLQ?LBRFCGPD?LR?QRGA?BTCLRSPCQUFGJC JMMIGLEDMPUGTCQ 3FCWMSLECQRM DRFCK  (T?QFIM MTCPAMKCQ?JJM@QR?AJCQ?LB DGL?JJWECRQC?AFM DRFCK?UGDC BCQNGRCFGQ @PMRFCPQgRPC?AFCPW  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM "F?NRCP 3FCRFGPBR?JCGQ?@MSR?PGAFKCPAF?LRgQ @MWUFMF?Q K?EGANMUCPQ?LBGQ ?@BSARCBDPMKFGQ@CB@WMLCM DRFCKCPAF?LRgQQCPT?LRQ  %CBMP ?Q?@?@W 3 FC@MW DSJDGJJQ?JJ %CBMPg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g@SQWQAFCBSJCQ?LB KW?LRGAGN?RCB RGKCGL !?PACJML?  ( N?ACB KWPCQC?PAFQM RF?R(AMSJBBM ?RJC?QR?QCQQGMLNCPKMLRF 3FGQQAFCBSJCUMPICB U CJJUGRFKMQRM DRFCPC?BCPQBSCRMRFCGPNPCTGMSQUMPI?LBQAFMMJAMKKGRKCLRQ  RFCWAMSJBLMR?JU?WQ KCCRKCDMPRFCQCQQGMLQBSPGLERFCQ?KCUCCIQ %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc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e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c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e PC?BGLEBGDDCPCLACQ?LBRFCGP T?PWGLEJ?LES?ECNPMDGAGCLAWJCTCJQ JMUCQRGL %LEJGQF AMSJBF?TCNPCBCRCPKGLCB RFCGPQRP?RCEWSQC "CA?SQCCTCPWPC?BCPUMSJBF?TCF?B?BGDDCPCLRPC?BGLEMPBCP  RFCPCAMSJBF?TC@CCLGLBGTGBS?JBGDDCPCLACQBGAR?RCB@WMLCM DRFCQGVNMQQG@JC PC?BGLEMPBCPQ )LMPBCPRMAMKNCLQ?RCDMPQSAF?@G?Q ?RJC?QRRUCJTCPC?BCPQ %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc"F?NRCP UMSJBF?TC@CCLLCCBCB )LRF?RU?W  )AMSJBF?TCAMKN?PCB?RJC?QRRUMPC?BCPQe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e TCP@?J PCQNMLQCQ ?QRFCW UCPCPC?BGLERFPCCDMJIR?JCQ QCCR?@JC  4FCQCB?R?UCPCGLGRG?JJWTGBCMR?NCB 4 FCPCQNMLQCQUCPCRP?LQJ?RCB?LBRP?LQAPG@CB?LBAMKNGJCBDMP?L?JWQGQ  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM "F?NRCP 3?@JC #?R?"MJJCARGML /PCTGCU 3WNCM D#?R? /?PRGAGN?LRQg RFGLI?JMSB PCQNMLQCQ 6 FWUCPCB?R?AMJJCARCB 3 FCB?R?UCPCAMJJCARCB RM GBCLRGDWQGKGJ?PGRGCQ ?LBBGDDCPCLACQ GL + J  + +2 PC?BGLE 6 F?RRFCB?R?JMMICBJGIC /?PRGAGN?LRQg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g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d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c"F?NRCP "F?NRCP # 3  - +82(2 .TCPTGCU (LMPBCPRM ?L?JWXCRFCB?R?( AMJJCARCBGL !?PACJML?  ( U CLRRFPMSEFRUMQR?ECQ 2R?ECMLCAMLQGQRCBM DPCTGCUGLERFCPC?BCPQg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c"F?NRCP LMRFCPGKNMPR?LRBGQRGLARGMLGQ RF?R(LR?P?TGR?I?SBGMPCAMPBCBFCPPC?BCPQg PCQNMLQCQ (L RFGQ QRSBWRFCPC?BCPQ UCPCTGBCMR?NCB (LRFGQQRSBWRFCPC?BCPQg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gQ GL FCPQRSBW  (LR?P?TGR?IGBCLRGDGCBSLGRQM D ?L?JWQGQ UGRFGL FCP22gQ 2FC?PESCB RF?RQGLEJCQR?RCKCLRQ F?TCQCTCP?J GLQR?LACQMD RFC PC?BCPQg ?ARGMLQ RFMSEFRQ DCCJGLEQ ?LBMRFCPAMKKCLRQMLRFCPC?BGLERCVR %MP RFCNPCQCLRQRSBW  ( K?GLR?GLRF?RC?AFQGLEJCQR?RCKCLRSRRCPCB@WRFCPC?BCPQ QFMU Q GLQR?LACQM D?ARGMLQ RFMSEFRQ  DCCJGLEQ ?LBMRFCPAMKKCLRQ?@MSRRFCRCVR RF?RA?LLMR@CNPMNCPJWQCN?P?RCBMPR?ICLMSRM DRFCd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e RFMSEFRNPMACQQCQ ?PCQFMUL GL RFC PCQNMLQC 4 ? @ JC  )3 %V?K NJCQM D 0 CPQM L ?J5 LGRQM D!L?JWQGQ 1 C?BCP3 CVR4 LGR M D L?JWQGQ -SK@CP # ?PK C 3N?LGQF  3 CPEG % LEJGQF  . SPG? 3N?LGQF %SJJ4LGR M D  L?JWQGQ .MU?DRCP) U?Q R?JIGLERMWMS  ) LMRGACB RF?R) EMRJMQR?LB RF?R) F?B RMQR? PRMTCP?E?GL ) PC?BGROSGAIJW?E?GL@CA?SQC UFCL ) U?Q PC?BGLERFGQ N?PR  )BGBLeRILMUUF?RRFCR?JCU?Q ?JJ?@MSR 9CQ ?BGARGML?PWUMSJBK?IC RFGLEQC?QGCP %TCL RFMSEF KMQRMDRFCRGKCQ )A?LBCBSARRFCKC?LGLEMDRFCUMPB GR UMSJB K?ICRFGLEQC?QGCP )RDPSQRP?RCQ KCUFCL )BMLeRILMU UF?RRFCUMPBQ KC?L .MU )U?Q JGQRCLGLERMRFCNCMNJC 1R?JIGLE=BMULQR?GPQ KC?L ) U?Q RPWGLERMDGESPCMSRUFM GRU?Q  - CPAC %LEJGQF  4FGQ GQ F?PB )HS QRPC?JGXCBRF?RMLCMDKWESCQQCQU?Q UPMLE ) RFMSEFRRF?RMLCUMPBKC?LRQMKCRFGLECJQC@SR ?DRCP?JMLEN?P?EP?NF) PC?JGXCB ) U?QUPMLE 4 PWGLERM GLRCPNPCRRFCKC?LGLEMDSLILMULUMPBQGQ F?PB QFCQKGJCQ  *SQR?K ?RRCPM DTMA?@SJ?PW  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPMc"F?NRCP   3FCPCQNMLQCQ ?PCAMKKCLRQML RCVRS?J GLDMPK?RGML  UFGAFGLTMJTCQAMLRCLR  JGLESGQRGAQRPSARSPC RCVRMPE?LGX?RGML  ?LBU PGRGLEQRWJCMD?R?JC 3FC PCQNMLQCQ AMSJB@C TCP@?JMPLMLTCP@?J 3 FC PCQNMLQCQ QFMURCVRS?J ?U?PCLCQQ 3?@JC  - M PC  $V?KNJCQ M D 3CVRS?J4LGRQ M D  L?JWQGQ 2 C ? B C P  4 C V R5 L G RM D  & S JJ5 L GRM D ! L?JWQGQ ! L?JWQGQ. S K @ C P 3FGQN?PR?@MSR?RFGPB RGKCK?ICQ KCRFGLIM DRFCRWNGA?J , CPAC QRPSARSPCGL?R?JC 2N?LGQF  (gKRFGLIGLEM DRFCQRPSARSPCM DRFC R?JC (F?TCAJC?PGL KW 2CPEG KGLBRF?RRFGQ GQ ?R?JC 3 FGQ GQ PC?JJWAMKNJCRC (RF?Q RFC 2N?LGQF RFPCC RWNGA?JN?PRQM D?R?JC /MGLRGLE?RQMKCNPCTGMSQ N?ECQ   (RF?Q ?NPMR?EMLGQR  RFC@?B ESW CRA (LD?AR  ( ?ARS?JJW U?LR RM PC?B RFC R?JC FCQKGJCQ  !CA?SQC ( BGBLgRDSJJW SLBCPQR?LBUF?RU?Q EMGLEML@CDMPC "?PKC LMU ( BMLgROSGRCDMJJMU UF?RgQ EMGLEML FCPC NMGLRGLE 2N?LGQF JMA?RGML UGRFFCPDGLECPJ (RQ?WQ RF?RRFCPCU?Q MLJTMLC  PCDCPCLACJCDRe @SR(A?LgR PCKCK@CPUF?RF?NNCLQ RM RF?R KMSLR?GL ( BMLgRILMU ( U?Q RFGLIGLERF?R( ?K PC?BGLEDMP?ECLCP?J GBC?M DRFC R?JC /GJ?P 3FCPC?PCK?LWUMPBQ ( BMLgR SLBCPQR?LB?LBRF?RgQ UFW ( $ LEJGQF ECR?ECLCP?J GBC?MLJW ( ?KRPWGLERMECR RFCEGQRM DCTCPW  N?P?EP?NF@SR?RRFGQ NMGLR ( QRGJJ BMLgRSLBCPQR?LB RFC UFMJC R?JC 3FC SLBCPJGLCB RCVRU?Q SRRCPCB GL2N?LGQF , MQRM DRFC QGV PC?BCPQg PCQNMLQCQ UCPC GL"?R?J?L   4FC PCQNMLQCQFMUQAPGRCPG?  ?LB 3FCQCPCQNMLQCQ QFMU RFCPC?BCPQg N?PRGAGN?RGMLGL RFC?ARM DPC?BGLE 3FCWK?BC AMKKCLRQ RF?RU CLR?APMQQJ?LES?ECQ AMLRCLR JGLESGQRGAQRPSARSPC UPGRCPgQ QRWJC  CRA 3FCQC PCQNMLQC SLGRQQMKCRGKCQ PCTC?JCBAMLASPPCLR?QNCARQM DRFC PC?BGLE NPMACQQ 3FCPCDMPC  GRU?Q LCACQQ?PWRMA?RCEMPGXCQCTCP?J PCQNMLQCQ GL RUMMPRFPCC A?RCEMPGCQ  %/1.$4#%$5)3( /%1,)22).- .&3(% #./61)'(3.5-%1 413(%11%/1.$4#3).- /1.()")3%$5)3(.43/%1,)22).- (QGBPM "F?NRCP 1C?BCP1MQM +?LES?EC2N?LGQF 1CQNMLQCSLGRLSK@CP  LBRFGQ N?PR?@MSRRC?PQ?JJRFCRGKCFCAPGCB?LBQFCBRC?PQ 4MPMWBCPP?KM J?EPGK?Q ?LB (BMLRILMUUF?RCJQC(BMLgRJGIC RF?R ( RFGLIGRgQ PC?JJW CV?EECP?RCB (RgQJGIC?LCGEF@MPMDKGLCUFMGQ?JU?WQAPWGLE 6 CJJ APWGLEJGIC AMKNJ?GLGLE?@MSRRFCJGRRJCNPM@JCKQGLJGDC (BMLgRILMUUF?RQFCgJJBMUFCL QFC F?Q?PC?J@GENPM@JCK "PWGLECTCPWB?WGQ JGIC? RMPRSPCGLGRQCJD 2MKCRGKCQ RFCPC ?PC GLCTGR?@JCRFGLEQ GLJGDCRF?RF?NNCL@CA?SQCGRgQWMSPBCQRGLW !SRFCPCFCgQ APWGLE?JJB?WJMLERF?RgQ UFWGDRFGQ R?JCGQ DMPAFGJBPCLMPDMP?BSJRQ (BMLgRILMU @SRDMPAFGJBPCL +GIC( RMJBWMS( PC?BUGRF1GR?  RFCJGRRJCEGPJ (gKRSRMPGLE CTCPWB?W (?KTCPWAJMQCRMFCP?LBUFCLUCPC?B (A?LQCCUF?RFCPPC?ARGMLQ?PC ?LB?JJRF?R ( BMLg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c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c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
INFORMATION TO USERS This manuscript h as been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of th is reproduction is dependent upon th e quality o f the copy subm itted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. ProQ uest Information and Learning 300 North Z eeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 R eproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. NOTE TO USERS This reproduction is the best copy available. UMI' Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. METACOGNITIVE READING STRATEGIES OF TRILINGUAL (CATALAN-SPANISHENGLISH) READERS IN BARCELONA Gonzalo Isidro Bruno Submitted to the faculty of the School of Education in partial fulfillment o f the requirements for the degree of Doctor of Education In the Department of Language Education, School of Education Indiana U niversity August 2002 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3075785 Copyright 2002 by Isidro Bruno, Gonzalo All rights reserved. UMI __ ___ __® UMI Microform 3075785 Copyright 2003 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Accepted by the Graduate Faculty, School o f Education, Indiana University, in partial fulfillment o f the requirements for the degree of Doctor o f Education. Doctoral Committee: Dr. Martha Nyikos, Chairperson Dr. Roger Farr, Dissertation Di Director Dr. Sharon Pugl Dr. Jasone Cenoz Date o f Oral Examination April 10, 2002 ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. © 2002 Gonzalo Isidro Bruno ALL RIGHTS RESERVED iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. AL VIVO RECUERDO DE MIS AMIGOS FILIBERTO CASTILLO H ERNANDEZ Y RICARDO L 6P E Z VELA iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A C K N O W L E D G E M E N T S - A G R A D E C IM IE N T O S Mi mas sincere agradecim iento a todos aquellos que han posible que esta tesis se haya concluido. Al doctor R oger F a rr p o r m antener siem pre una jovialidad academica y energla contagiosa. Su plena confianza en mis ideas y en m i trabajo hizo que sus comentarios crfticos fueran extrem adam ente enriquecedores. A la doctora M arth a N yikos quien me m ostrd varias m aneras de com binar la vida ac&demica con la docente. Su entusiasm o y vocacidn me m ostraron grandes posibilidades en mi future. A la doctora Sharon P ugh por su invaluable apoyo, diligencia y confianza en mi capacidad como estu d ian te y como m aestro en el C entro Academico Estudiantil. Bajo su direccion descubrl en mi facetas docentes antes desconocidas. A la doctora Jasone Cenoz quien, desde el o tro lado del oceano A tlantico, en la Universidad del Pais Vasco me inspire y gui6 con su brillante trabajo de investigacidn y sus mas perspicaces com entarios. A mis padres, Sra. G udelia Bruno de Isidro y Sr. G onzalo Isidro G onzalez quienes son el p ilar que sostiene mi vida. A mis abuelos, Victoria y Feliciano quienes me han dado una herencia m ixteca invaluable. A mis herm anos, Iliana, Adriana, Oscar, E duardo, Valeria, Rodolfo y H um berto, con quienes com parto por dicha vidas paralelas. A Rosario y a Paco por su firme decisidn de ser p arte de nuestra familia. A M ariana y a V alerita por ser mis sobrinas favoritas. A D eborah M. Levin, N uria G onzalez y Ben J. G riffith por su inm ejorable am istad y compaftia. A la Fam ilia Flores Velez por su carifio de siempre. A la doctora G loria Schon por su apoyo y confianza en todo m om ento. Al profesor A rqufm edes Caballero p or su generosidad y sabidurfa. Finalm ente pero no en m enor valla, a los p articipantes de este estudio quienes de m anera to talm en te espontanea donaron su tiem po y energfa a este estudio. Sin su cooperacidn, este estudio no hubiera sido posible. Elios hicieron de esta investigacidn p ara m l la m as dindmica experiencia de aprendizaje sobre lectura y m ultilingulsm o. v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. G onzalo Isidro Bruno M ETA C O G N ITIV E R E A D IN G STRATEG IES OF TR ILIN G U A L READERS IN BARCELONA A b stract T h is stu d y grew o u t o f a personal observation th a t m ost reading studies focused only on participants reading in th eir m o th e r tongue o r in th e ir second o r foreign language. In m any cases, researchers did n o t rep o rt w hether the participating readers w ere speakers o f m ore th a n tw o languages. F o r this reason, up to this point it is uncertain w h eth er readers who speak m ore than tw o languages m ake use o f the same reading strateg ies (in each o f the languages they speak) as th eir m onolingual counterparts do. T h is is im portant because it is possible th a t trilingual o r m ultilingual readers approach a te x t w ith different reading stra teg ies depending on the language th a t the tex t is w ritten in (first, second o r th ird language). Since m any educational decisions are m ade based on reading studies conducted w ith m onolingual o r bilingual readers, we may n o t have an accurate picture o f trilingual and m ultilingual readers' reading strateg ies when reading in their third language. T h e p re sen t study attem pts to investigate the differences in six proficient trilingual (Spanish-C atalan-English) readers' m etacognitive strategies when reading in these three languages. T h e m ain research m ethod th a t I used to investigate reading strategies was th ro u g h a think-aloud protocol. Each o f th e volunteer readers read three different sh o rt stories o f th e same kind o f g e n re (th at is, three translated versions o f th re e R ussian folk tales; one in E nglish, one in Spanish and one in vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —M etacognitive Reading Strategies Catalan). T h e think-aloud sessions were video-taped. T h e participants were students enrolled a t th e U n iv ersity o f Barcelona, Spain in 1997-98. T h e participants w ere Spaniards born, raised and educated bilingually in Catalan and Spanish. T h ey each have read in g proficiency in E nglish as a foreign language. T h e data obtained w ere coded and analyzed for an in-depth discussion in this study. T h e sim ultaneous descriptions o f the readers' th o u g h ts and strategies during the process o f reading in this stu d y helped understand the cognitive and m etacognitive processes by which readers constructed m eaning in each o f the three languages. A lthough LS use o f m etacognitive strategies was higher across readers, there were three readers w ho used more m etacognitive strategies in L2. M ost o f the m etacognitive stra teg y use was centered on m o nitoring comprehension. Indeed, trilingual readers used a considerable num ber o f m etacognitive strategies to anticipate com prehension breakdowns o r to m o nitor o r improve com prehension. D r. M artha Nyiko: - ^ J ^ ir ) D r. R oger F a rr (D irector WL D r. Sharon Pugh v J O ^m M - D r. Jasone Cenoz C e.ftp7- vii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Metacognitive Reading Strategies T ab le o f C ontents C over page ............................................................................................................ A cknow ledgem ents .............................................................................................. A bstract ............................................................................................................ Index T erm s ............................................................................................................ i v vi viii xi C hapter 1 IN T R O D U C T IO N Purpose o f the Study ................................................................................. M ethodology ............................................................................................ . B ackground o f the Problem .................................................................... Lim itations o f Previous Studies ............................................................. 1 2 3 6 C hapter 2 R E V IE W O F T H E L IT E R A T U R E Overview ................. ............................................................................ .............................................................................................. P a rt One R eading T heoretical M odels and Processes o f R eading .................................. Fram ew ork for Research on Literacy across Languages and C ultures M ultilingual L iteracy ............................................................................ P a rt Tw o M etacognition and R eading Com prehension ............................ M etacognitive R eading Knowledge .................................................... M etacognitive R eading Experiences ............... M etacognitive R eading S trateg y U s e .................................................... A F ram ew ork for M etacognition in R eading .............. C ognitive and M etacognitive Reading R esearch S trategy Research C hronological L iteratu re Review on R eading Strategies ................. C urrent Research on M etacognitive R eading S trategies ................. P u ttin g th e Pieces o f the M etacognitive Puzzle T o g e th e r .............. P a rt T h ree T h ird L anguage A cquisition/L earning ....................................... C urrent Perspectives on L3 Studies ........................ T h ird L anguage R eading ....................................................................... 8 9 10 15 17 22 24 26 28 29 35 35 43 47 49 51 55 C hapter 3 M ETHODOLOGY Overview ...................................................................................................... R ecent A pproaches ............................................................................................ 60 61 S ettin g ........................................................................................................................ Participants ............................................................................................................... M erc£ .............. C arm e .............................................................................................. 62 68 71 72 viii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Metacognitive Reading Strategies Roso ................................................................................................. Sergi ................................................................................................. N u ria ................................................................................................ P ilar ............................................................................................... T h e R esearcher ........................................................................................................ R eading M aterials .................................................................................................... D ata C ollection Procedures .................................................................................... N ature o f D a ta ............................................................................................................ M ethods o f D ata A nalysis ........................................................................................ Lim itations o f C hosen D esign and M ethodology .............................................. Sum m ary ..................................................................................................................... 73 74 76 77 79 79 82 85 86 87 90 C hapter 4 D A T A A N A LY SIS O verview ........................................................................................................ Stage O ne R eading S trategies .................................................................................................... U n it o f A nalysis .......................................................................................... C riteria for C om piling U nits o f A nalysis .............................................. C ategorizing Response U n its ................................................................. C ategorizing Procedure ............................................................................. N am ing C ategories ..................................................................................... Identifying Subcategories .......................................................................... In te rra te r Reliability .................................................................................... R eading S trateg y C ategories ..................................................................... Stage T w o M etacognitive R eading Strategy Subcategories ............................................... Sum m ing up: M etacognitive R eading S trateg ies U sed across Languages ... C hapter 5 R E S U L T S A N D D IS C U S S IO N O verview ......................................................... — ......... .................. . Case Studies M erce —S tudying and Reading: G e ttin g a D octorate ....................... C arm e —G ram m ar and Reading: L earn in g Advanced English G ram m ar And Im proving R eading ................................................ Roso —R eading Tales and Real Life: C ritical R eading —Reading for Life S ergi —A nalyzing Reading: R eading and T h in k in g about R eading N u ria —Im proving R eading Proficiency: G e ttin g B etter R eading Skills P ilar —Selective Reading: R eading as a T o o l ...................................... Sum m ary ................................................................................................................... ix Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 91 92 92 94 97 99 100 101 105 106 118 121 125 128 135 141 148 153 158 164 Isidro - Metacognitive Reading Strategies C h ap ter 6 CONCLUSION Overview ......................................................... A Brief D escription o f M etacognitive Strategy U se in R eading ..... Instructional Im plications ........................................................................ N ew D irections ............................................................................................ References 167 168 172 174 ................................................................................................................. 175 Appendix A Inform ed C onsent Statem ent ............................................ Appendix B Q uestionnaire A Language Education ............................ Appendix C Q uestionnaire B Language Proficiency .................. Appendix D Q uestionnaire C Background In fo rm a tio n ..................... Appendix E T h in k A loud Protocol In s tru c tio n s .................................. Appendix F Foik T a l e s ............................................. Appendix G T ran slatio n s o f Folk T ales ........ 195 197 211 212 213 214 228 V IT A x Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro — M etacognitive Reading Strategies TERM S T hese definitions are n o t m eant to be exhaustive o r universal. T h e y are provided so th at the reader has a w orking know ledge o f some less-frequent o r innovative term s in the con tex t o f this study. Ll Ls LS Ln N a tiv e/m o th er language - m ost o f the times, the L 1 is the language used at home. S econd/foreign language -som etim es, the L2 is one o f the languages used by the com m unity o r by foreigners. T h ird /fo re ig n language — som etim es, the L3 is one o f the languages used by the com m unity o r by foreigners. O ne o f the languages spoken by a m ultilingual speaker. O R A L P R O F IC IE N C Y M o n o lin g u a l B ilin g u al T rilin g u a l M u ltilin g u a l A person who speaks one language only. A person who speaks two languages. T h e person could have been raised bilingually o r could have learned the second language later in life. A person who speaks three languages (one o f them can be a sign language). F o r a trilingual person, a Ls can be a second foreign language or a first foreign language in the case o f an individual raised as a bilingual. A person who speaks m ore than two o r th ree languages. L IT E R A C Y P R O F IC IE N C Y L ite r a te A person who has the ability to B ilite ra te A person who is literate T r ilite r a te A person w ho is literate M u ltilite ra te A person w ho is literate read and w rite in a given language. in two languages. in three languages. in two o r th ree languages. C U L T U R A L P R O F IC IE N C Y B ic u ltu ra l T r ic u ltu ra l M u ltic u ltu ra l A person w ho has the ability to act and in te ra ct according to the norm s and expectations o f tw o cultures. A person who has the ability to act and in teract according to the norm s and expectations o f three cultures. A person who has the ability to act and in te ra ct according to the norm s and expectations o f three o r m ore cultures. XI Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro — M etacognitive Reading Strategies S e c o n d la n g u a g e a c q u is itio n SL A An area o f research th a t has traditionally studied the acquisition/learning o f a second/foreign language. O n a few occasions, SLA researchers have purposefully investigated m ultilingual and trilingual learners. H ow ever, m ost times, SLA researchers have n o t considered m ultilingualism in th eir studies. T h ir d la n g u a g e a c q u is itio n TLA A new area o f research th a t studies the acq u isitio n /learn in g o f a th ird /fo re ig n language. F o r many bilingual individuals who acquired their first tw o languages sim ultaneously o r who live in bilingual com m unities, th e ir th ird language can be th eir first foreign language. F o r o th er individuals, th eir third language can be th eir second foreign language. F o r a few others, the acquisition o f the th ree languages can be alm ost simultaneous (M agiste, 1984). LS re a d in g Second/foreign language reading E SL re a d in g E nglish as a second language reading E F L re a d in g English as a foreign language reading LS re a d in g T h ird language read in g LEP Lim ited E nglish Proficiency R e a d in g s tra te g ie s System atic ways, techniques, o r procedures used to improve readin g speed, com prehension and efficiency, i.e. skimming, outlining, predicting, sum m arizing, backtracking (confirming), etc. T h e following definitions o f m etacognition are based on Flavel (1981) M e ta c o g n itio n T h e ability to think about one’s ow n th in k in g processes. In reading, m etacognition is th e conscious ability to think a b o u t o r m onitor one’s own reading. M e ta c o g n itiv e R e a d in g E x p e rie n c e s Instances o f aw areness, realizations and “ahas” o f one's own ability to thin k about (m onitor) and evaluate one’s ow n thinking processes. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro — M etacognitive Reading Strategies M e ta c o g n itiv e R e a d in g K n o w le d g e Stable, stateable know ledge th a t a person possesses reg ard in g one's ow n ability to m onitor one’s read in g com prehension. M e ta c o g n itiv e R e a d in g S tr a te g y T h e ability to deliberately m onitor one’s com prehension and consciously apply the techniques necessary for understanding and learning from a text. L a n g u a g e P ro fic ie n c y I used a self-assessm ent th a t th e participants filled o u t indicating th eir level o f linguistic proficiency for each lan g u ag e in term s o f reading, w riting, listening, and speaking (see Appendix C). T h re s h o ld L evel An individual is said to a tta in a threshold level in using a language o r linguistic skill when sh e/h e is able to use th e language o r specific linguistic skill(s) with ease and w ithout outside help. xiii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 1 C hapter 1 INTRODUCTION Purpose o f the Study T h is study investigates the strategies trilingual readers use to purposefully co n stru ct m eaning when they read in th ree languages. T h e study focuses especially on m etacognitive strategies used while reading in the th ird language. M etacognitive strategies are those techniques readers use to m onitor, plan, and check com prehension while reading. T h ese reading strategies are o f particular value because com petent readers utilize them deliberately to improve th eir reading com prehension (Taraban, 2000). A lthough first and second language reading strategies have been widely investigated for the past 20 years (Fitzgerald, 1995; Koda, 1994), the stu d y o f third language reading strategies is a new field o f investigation. M ost c u rre n t studies on second language reading strategies have been constructed by investigating monolingual, m onoliterate learners in the process o f acquiring a second o r foreign language (Jimenez, G arcia, and Pearson, 1996; G arcia, 1998; U ehara and Shimizu, 1996). R elatively little research has been conducted to investigate to w h at ex ten t trilingual readers are aw are o f the strategies they use to construct m eaning (Isidro, 2001; T hom as, 1988; 1992). In o rd er to fill this void, the present study attem pts: a) T o exam ine m etacognitive reading strategies th a t com petent C atalan-SpanishE nglish readers use while reading culturally unfam iliar narrative te x ts in th eir three languages, and th e difference in strateg y use across three languages. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 1 b) T o investigate in particular how skilled trilin gu al readers deliberately use reading strategies to co n stru ct m eaning w hen reading in English, their least proficient language. M e th o d o lo g y T h e c u rre n t study used a think-aloud protocol as the main tool for research. A fter a train in g session, each o f the v o lunteer readers read three different s h o rt stories (that is, three translations o f three different Russian folk tales by the sam e author; one in C atalan, one in Spanish and one in English) d u rin g three sessions. T h e think-aloud sessions w ere videotaped individually and la te r translated into English and transcribed for analysis. P articipants w ere recruited from the C atalan Linguistics D ep artm en t a t the U niversity o f Barcelona, Spain in 1997-98. O ne male and five female doctoral students participated in five individual sessions (one think aloud training session, one think-aloud session per language, first Spanish, second E nglish, and third Catalan, and one ex it interview session). T h e think-aloud was selected to provide evidence to respond to the tw o basic research questions in this study. T h ese questions and the evidence collected in this study will be discussed in chapters 3 and 4: a) W h a t a re th e m etacognitive reading strateg ies th at com petent C atalan-SpanishEnglish readers use while reading culturally unfamiliar narrative tex ts in th e ir three languages? and w hat is the difference in stra teg y use across three languages? b) H ow do skilled trilingual readers deliberately use reading strategies to co n stru ct m eaning w hen reading in English, th eir least proficient language? T h e first question is im portant because the n atu re o f specific reading stra teg y use across languages needs to be b etter explained. T h e second question is im p o rtan t because know ing how reading strategies are deliberately used in the least developed language o f 2 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 1 trilingual readers can have im p o rtan t im plications for the schooling o f early bilinguals beginning to read in a foreign language, th e transfer o f skills, and the developm ent of triliteracy (M oore, 82; S atuito T en a, 88; Swain, 1991). Background o f the Problem C u rre n t reading models have significantly influenced research in both first (L l) and second (L2) language reading (F itzg erald , 1995; G rabe, 1991; H udson, 1998; Koda, 1994; Silberstein, 1987; W h y te, 1992). As researchers have applied these models in th e ir study o f the differences in L l and L2 reading processes, three m ajor kinds o f variables have emerged: text-dependent, reader-dependent and context-dependent (F itzgerald, 1995). A lthough these variables are intrinsically interdependent, cu rren t research has explored them separately. Studies focusing on reader-dependent variables form one very influential group. In this group, L l and L2 researchers have studied the specific reading strategies th at poor and good readers use. T h e se readers have also been called less-successful and successful readers (A nderson, 1991; B arrera, 1986; Block, 1986a, 1986b; CaleroBreckheim er and G oetz, 1993; Jim enez, G arcia, and Pearson, 1996; Knight, 1985). Based on these strategies, m any researchers have prom pted teachers and reading educators to develop techniques to teach strategies conducive to im proving reading (Paris, 1996). M o st cu rren t views o f second language reading have been shaped by research on first language readers in th e U SA (F erdm an, 1994; G rabe, 1991; Jimenez, Garcia, and Pearson, 1996; Ramirez, 1994). G rabe explains this focus on L i research observing th a t it has been studied for a lo n g e r period o f time, L l stu d en t populations are more stable, cognitive psychology has focused on L 1 com prehension research, and g ra n t funding has 3 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 1 been more available for first lan g u ag e th an for E nglish as a Second Language (ESL) o r Second Language A cquisition (SLA) studies. One basic assum ption in ESL and SLA reading research is th a t once educators know w hat fluent L l readers do, then they will be in a position to make b e tte r decisions in E SL /SL A education. A prim ary goal for ESL reading theory and instruction is to understand w hat fluent L l readers do, then decide how best to move ESL students in th a t developm ental direction. (G rabe, 1991, p. 378). After surveying re c en t second language reading research, Koda (1988, 1990) has pointed out th at there are unique aspects o f L2 reading th a t require new dimensions th a t current L l-based ESL read in g theory has not adequately considered. T his is the case w ith many bottom -up, top-dow n, and even interactive reading models. Koda (1994) establishes three im p o rtan t dim ensions th at com prehensive L2-based reading m odels should include: a) the effects o f p rio r read in g experiences/abilities; b) the effects of cross-linguistic reading processing; and c) the effects of the c o n sta n t stru g g le to make up for lim ited linguistic knowledge in striv in g for com prehension. Bernhardt (1991) has cited th e cognitive and social im plications o f doing second language reading research: “If a cognitive question is asked such as, Are there any differences between native and nonnative highly proficient processing strategies on a technical text? and native and nonnative readers are used w ithout considering social background, w h a t can the research actually say?" (p. 16). In o rder to avoid this shortcom ing, the social background o f the six particip an t readers is fully reported in this study. T here has been a g ro w in g num ber o f com parative studies th a t have looked a t the differences in reading stra te g y use and interrelation betw een L 1 and L2 reading 4 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 1 com prehension (B arrera, 1986; Bell, 1995; Block, 1992; Calero-Breckheim er and G oetz, 1993; Davis, 1993; D onin, 1993; Geva, 1993; Jim enez, G arcia, and Pearson, 1996; M alik, 1990; Padron, 1986; Schoonen, Hulstijn, and Bossers, 1998; T an g , 1997; U ehara and Shimizu, 1995). T h ese studies have reported th a t successful L.2 readers relied on transfer o f inform ation and read in g strategies from th e ir dom inant language to th eir less-dom inant language and th a t this transfer appears to com pensate for their lack o f language proficiency. L2 readers also reported benefiting from the realization th a t reading in L2 is essentially th e same process as read in g in L l and th at know ledge o f both languages can actually enhance com prehension. A n o th er strateg y that was apparently only used by L2 readers was the use o f tran slatio n from L2 to L l in o rd e r to aid com prehension. C u rre n t reading stra teg y research has rep o rted th a t L2 readers w ith m ore language proficiency use a w ider variety o f m etacognitive strategies m ore frequently (Anderson, 1991; Jim enez, G arcia, and Pearson, 1996; Li and M unby, 1996; U ehara and Shimizu, 1996); and th a t L l and L2 learners em ploy different m etacognitive strategies when encountering different te x t genres— narrativ e and expository (Intaravitak, 1996; Horiba 1990, 1993; Fagan 1987). In relation to L3 reading, thus far, T hom as (1988, 1992) has studied m etalinguistic aw areness, a subset o f m etacognitive aw areness, o f bilingual and trilingual readers. A long th e same lines, in a partial re p o rt on the present study, Isidro (2001) reveals th a t participant readers reported experiencing little difference betw een reading in the L l, L2 and LS. However, although num erous strategies w ere apparent in all three languages, th e participants seemed unaw are o f th eir reading processes. T h u s, the specific question o f cross-linguistic differences in trilingual m etacognitive reading 5 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 1 stra teg y use has y e t to be addressed. A nd the q uestion o f how proficient trilingual readers d eliberately use skills, strategies, and know ledge to co n stru ct m eaning when reading in E nglish, th eir least proficient lan g u ag e also has n o t been addressed. I would like to su g g est th a t once we know w h at stra teg ies successful L l, L2, and L s readers use and how they use them , then we will be in a b e tte r position to make decisions on the way biliterate stu d en ts can be instructed as th ey a re beginning to read in a th ird language. Limitations in Previous Studies T h e p re sen t study was conducted to address some key lim itations found in com parative studies on E S L /E F L read in g conducted thus far. Namely, a) th a t the lan g u ag e background in m o st o f th e studies has been assumed to be m onolingual. T h a t is, if there w ere any p articip an ts whose language background was already bilingual or m ultilingual, this inform ation has usually been unreported. b) th a t it has been assumed th a t claims m ade about L2 reading are valid even when, for som e o f th e L2 readers, the L2 is still in the process o f acquisition. In m ost cases, we can only assum e th a t all subjects in L2 read in g studies are m onolinguals a t some advanced p o in t o f becoming bilingual and som etim es biliterate. T h is assum ption does n o t p e rta in to highly proficient L2 readers. c) th a t since L l and L2 reading stra teg y use has been shown to be different, th ere is a need to con tin u e exploring non-native re a d in g (as a foreign o r as a second language) by e x ten d in g th e research agenda to a fu rth e r com parison am ong L l, L2 and L s reading processes. d) th a t th e re a re very few American studies in v estig atin g L l and L2 read in g strategies outside th e U SA context. In fact, Silberstein, Koda, Fitzgerald and G rab e selected 6 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter l th e studies they reviewed because th ey w ere carried o u t in the U.S.A. N o studies investigating L l and L2 reading use in o th e r countries have been considered by c u rre n t USA-based reading stra teg y researchers. O utside the U.S.A., recent studies, such as Schoonen, H ulstijn. and Bossers (1998) and U ehara and Shimizo (1996), have investigated some international contexts, e) that, as pointed o u t above, the assum ption th a t once we know w h at fluent L l readers do, we will be in a position to decide in w hat direction ESL students should move is clearly n o t entirely on track. W e should consider th at L l, L2 and L3 reading m ay o r may not be sim ilar processes th at take place in differing unique contexts and circumstances. In o rd e r to address the lim itations listed above, I conducted a com parative study o f m etacognitive reading strategies w ith trilingual (Catalan-Spanish-English) readers in each language as outlined in this chapter. By investigating the cross-linguistic differences in reading strateg y use and how these strategies are deliberately used by these readers, I attem pted to address the lim itations cited above. C hapter 2 will present a literatu re review o f m etacognitive reading strategies. C hapter 3 will fu rth er discuss the m ethodology employed in this study and its lim itations. C hapter 4 will present the findings o f the study. C hapter 5 will discuss the data analysis. C hapter 6 will sum m arize and present the conclusions and recom m endations for future research. Several appendices a t the end o f the study presen t additional docum entation such as in strum entation and relevant raw data. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 C h ap ter 2 R E V IE W O F T H E L IT E R A T U R E O verview T h e purpose o f this chapter is to p re se n t th e theoretical framework in w hich m ultilingual m etacognitive reading stra teg y research fits. T he chapter is divided into three parts. T h e first p a rt focuses on: a) the process o f reading, b) selected theoretical models and processes o f reading, c) research on literacy across languages and cultures, T he second p a rt exam ines d) m etacognition and reading com prehension, e) c u rre n t research on m etacognitive read in g strategies in first and second language. Finally, the th ird p a rt examines f) th ird language acquisition/learning g) third language reading After p roviding a fram ew ork for the stu d y o f re a d in g in the first part, the second and third p a rts p re sen t an overview o f m etaco g n itio n and the study o f third languages reading, respectively. A sh o rt c h ap te r sum m ary ends this chapter. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter * PART ONE What is Reading In terestin g ly , th e New W eb ste r International E nglish D ictionary has definitions for different uses o f the w ord “reading” b u t does n o t define the act o f reading itself. I t appears th a t W ebster's w ay to g e t around defining reading was to define the action “to read.” F o r the action, “to read,” there are four possible definitions o u t o f approxim ately tw enty th a t apply to this study: 1 a (l): to look a t o r otherw ise scan (as letters o r o th er sym bols re p re se n tin g w ords o r sentences) w ith m ental form ulation o f w ords o r sentences represented. 1 a (4): to understand the m eaning and grasp the full sense o f (such m ental form ulations) either w ith o r w ith o u t vocal reproduction. 1 d -(l): to go over o r become acquainted w ith o r g et th ro u g h the c o n ten ts o f (as a book, magazine, new spaper, letter) by reading: PERUSE. 4 a: to a ttrib u te a particular m eaning o r interpretation to (som ething read): take in a particular way: p u t a particular construction on: infer as b eing m eant. T h e se definitions do not encom pass all the co n cu rren t m ental, cognitive, physiological, cultural and social aspects o f w h a t researchers c u rren tly call “reading” and yet, th e y sound u tte rly familiar and com plem entary. Even though it is tru e th a t m any in te rp re ta tio n s o f the reading process have led researchers and educational practitioners to develop numerous and som etim es conflicting theories and models o f reading fo r centuries, oversim plifying th e task o f describing th e process o f reading w ould be equally m isleading. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 In any case, th e com plexity o f read in g is likely to be m isrepresented in a sim ple definition. G rabe (1991:378) su g g ests th a t focusing on a description o f fluent read in g is an appropriate s ta rtin g point. He proposes th a t “a definition o f reading has to account for th e notions th a t fluent reading is rapid, purposeful, interactive, com prehending, flexible, and gradually developing.” In proposing this expanded definition, m ore researchers are likely to agree on w h at aspect o f the process o f read in g they are investigating, even though their ow n research perspectives m ig h t differ. F o r this study, reading in any o f the languages a m ultilingual reader knows is a rapid, purposeful, interactive, com prehending, flexible and a gradually developing process. It is clear th a t m ultilingual readers could potentially be at varying stages o f this developing process in each o f their language. T h is description o f reading is n o t m eant to be exhaustive b u t it is m eant to provide a baseline to fram e the discussion o f reading and m etacognitive reading strateg ies in this study. A lthough th e re are o th e r excellent definitions, this one allows for easy com parison am ong readers. Theoretical Models and Processes o f Reading O ne possible w ay to review c u rre n t models o f L l read in g is to exam ine R obert Ruddell and H arry Singer’s 1994 T h eo retical M odels and Processes o f R eading (T M P R ). In its fourth edition, th e T M P R has pulled to g e th e r cutting-edge research on read in g and literacy. Since its first edition in 1970 up to th e latest version in 1994, they have presented a m ultidim ensional view o f reading as a “com plex, orchestrated, constructive process th ro u g h which individuals make 10 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 m eaning” in a “linguistically, cognitive, social, and political” activity (Pearson, 1994:35). T h u s, ra th e r than conform ing to one sole paradigm , the m odels and reading processes presented in the T M P R com pete, contradict, overlap, and influence each o th er. T h e fact th a t they are in one volume illustrates th e conviviality in w hich c u rre n t models o f re a d in g /lite ra cy research are developing: m ultidisciplinary, coexisting and m aking space for o n-going findings and views. T h e search for one universal and absolute m odel is no longer the cherished goal for m any re a d in g /lite ra cy researchers: “T h e variety o f existing fram ew orks for u nderstanding reading is a reflection o f the com plexity o f the reading behavior" (Fang, 1996:246). F a n g explains th at m any read in g /literacy theorists no longer adhere to th e old-fashion belief th at w ith each new theory we are g e ttin g closer to an absolute tru th , b u t rath er th a t each paradigm makes room for another, which is a process o f displacem ent and n o t o f replacem ent. I f we agree to view reading as a very com plex phenomenon, and if we w ere to a ttem p t to disentangle all the com ponent processes involved, we could group many o f th e conceptualizations o f the com ponent processes/factors o f the act o f reading. M any researchers’ taxonom ies show m ultiple com ponents o f reading research theories. F o r examples, see G rab e’s (1991) areas for L.2 read in g research (the num bers are mine): 1.1 1.2 1.3 1.4 1.5 1.6 A utom atic recognition skills V ocabulary and stru ctu ral know ledge F o rm al discourse stru ctu re know ledge C o n te n t/w o rld background know ledge S ynthesis and evaluation sk ills/strateg ies M etacognitive know ledge and skills m onitoring A nd com pare it to F itzgerald ’s (1995) L2 read in g research areas: 2.1 R eader’s vocabulary know ledge 11 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 2.2 2.3 2.4 2.5 2.6 Reader’s strategies (psycholinguistic and m etacognitive) Schema and p rio r know ledge utilization Relationship betw een L2 reading proficiency and L.2 o ral proficiency Relationship betw een L2 reading proficiency and variables o th e r than L2 oral proficiency Sim ilarities across L l /L 2 readers and languages B ernhardt’s (1991) areas o f research for L2 reading: 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 W o rd recognition B ackground know ledge T e x t structure O ral-A ural factors Syntantic factors C ross-linguistic processing strategies M etacognitive and affective factors T e stin g Instruction T h e lists above contain com ponents and factors th at different L2 researchers find affect reading. Com pare these previous three lists w ith H udson’s L2 reading research list (1998), w hich contains approaches o r ways in w hich reading is carried out: 4 .1 4.2 4.3 4.4 4.5 Bottom -up approaches T op-dow n approaches Interactive approaches N ew literacy approaches R eading and w ritin g approaches T hese lists w ere created by each researcher w ith the idea o f clarifying the massive, ever-grow ing read in g research data. Each o f them included some m etacognitive area o f stu d y (1.6, 2.2, 3.7 and to some d egree 4.2 and 4.3). Even tho u g h these studies have n o t alw ays used the w ord “m etacognition," they focused on sim ilar phenom ena: to w h at e x ten t readers deliberately m onitor, plan, a n d /o r check com prehension w hile reading. 12 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter S H udson's classification makes use o f the b o ttom -up and top-dow n m etaphors to characterize research approaches th a t focus e ith e r on the te x t o r on the reader's cognition. T hese tre n d s originated in L l research and have successfully tran sferred to SL research as G rab e (1991) has indicated. H u d so n ’s interactive approaches deal w ith those approaches th a t argue for a co m b in atio n /in terrelatio n o f 4.1 and 4.2 (bottom -up and top-dow n theories). T h ere are tw o m ain reading models th a t can be called interactive: th e first m odel describes th e g eneral interaction betw een the reader and the text; and the second model refers to th e interaction o f m any com ponent skills in potentially sim ultaneous operations (G rabe, 1991). G rabe points o u t th a t while m ost educational psychologists and cognitive psychologists em phasize the interactions am ong reading skills, m o st second language researchers have focused on the interaction betw een read er and text. T h e second m odel o f interactive reading (com ponent skills) takes into account the critical contributions o f both low er-level processing skills (identification) and higher-level com prehension and reasoning skills (interpretation) (Grabe, 1991). T h e interactive skills model has been especially im portant for its transferability to in stru ctio n al applications in SLA teaching. T h e interactive skills model also discusses th e in terrelation betw een L2 proficiency and L2 read in g strategies (Bossers, 1991; Taillefer, 1996) and th e in terrelatio n s in 2.5 above. T h e present study w ill be fram ed in the second m odel o f interactive reading described above. F o r second languag e research, the effect o f unknow n vocabulary, orthographic differences (logographic, syllabic o r alphabetic w ritin g system s) and 13 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 linguistic differences (a t th e syntactic and discourse level) are very im portant issues. T h ese SL factors are discussed a t length in th e studies reviewed by Bernhardt, Fitzgerald, Hudson, Koda and G rabe. As F itzg erald (1995) points out, bottom -up and top-dow n approaches have given a g re a t deal o f attention, b u t they have underm ined the study o f th e interaction am ong skills d u rin g the reading process. F actors such as the ones described above have not received enough attention. Fitzgerald rep o rts th a t higher-level com prehension and reasoning skills have been widely explored m ostly th ro u g h top-dow n research (2.3 Schema and prior know ledge). M any read in g skills have been studied th ro u g h two groups o f reader stra te g y studies (2.2). W hile the first group o f strateg y studies centers on cueing system s, the second focuses on system atic ways in which readers improved com prehension. In one g ro u p o f studies, here called psycholinguistic-strategy studies, researchers investigated psycholinguistic cueing systems (graphophonics, syntax, and semantics) th a t readers used to recognize and com prehend w ords. In other, here called metacognitive-strategy studies, researchers tried to determ ine the system atic ways in which readers approached tex ts, and how readers tried to repair m iscom prehension (F itzgerald, 1995, p. 170). F itzgerald and G rab e have reported th a t over 50 reading strategies w hether psycholinguistic, cognitive, o r m etacognitive have been identified by num erous studies from 1980 to 1994. Y et, it is clear th a t the lack o f standardization for the definitions o f reading stra teg ies makes the num ber extrem ely high and unreliable. F urtherm ore, researchers’ b lu rry distinction betw een reading skills and reading s tra te g ies has added to th e confusion. T h e p resent s tu d y g ro w s o u t o f those studies th a t Fitzgerald has labelled as m etacognitive stra te g y studies, b u t also m akes reference to o th e r psycholinguistic 14 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 reading strategies studies insofar as th ey involve cognitive/m etacognitive strategies. F o r example, Koda has noted th a t a second language re a d er has advantages and disadvantages w hile reading due to crosslinguistic influence from the readers’ L l to the L2. T h u s, transferability o f sk ills/strateg ies betw een L l literacy and L2 literacy are am o n g th e m ost im portant issues to be explored in an interactive approach to reading com prehension (Bernhardt, 1991, 1995). These issues will be addressed in this study. Framework for Research on Literacy across Languages and Cultures Literacy across languages and cultures has begun to be investigated in the U nited States. M ost o f these studies have originated in the forefront o f English as a Second Language (ESL), Lim ited E nglish Proficiency (LEP), Bilingual Ed program s and literacy—support program s for historically underrepresented m inorities (African-Americans, Asian-Am ericans, Native-Americans, stu d en ts-at-risk , and others). Ferdm an (1994) has indicated th a t th ere are three main stream s on literacy research thus far: a) Cognitive: "focuses on th e psychology o f skilled reading as a visual, linguistic, and reasoning process." b) Educational: "focuses on the teaching, understanding, and assessm ent o f literacy as an educational objective in schools, essential to acquiring th e knowledge and the w orld view represented there. c) Social: "reading and w ritin g are viewed as practices occurring in a social context, guided by intention, laden w ith values, and taking on form s and functions th a t differ according to tim e and place." (Ferdm an, 1994: 13-14) E ven though these lines o f research have n o t been well in teg rated according to F erdm an, these three areas o f stu d y are highly interrelated. T h e first group o f studies em phasizes individual cognitive constraints and strategies developed by each 15 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 individual as a reader. M o st o f th e considerations o f environm ental, cultural, and social aspects su rro u n d in g literacy are seen m o re tangentially in relation to th e degree o f influence they have over the individual's cognitive processes. T h e th ird group o f studies has also been described as a “co n stru ctiv ist” approach, w hich exam ines the interrelatio n betw een various co ex istin g conceptions o f literacy and social, cultural, economic, and political factors. A lthough cognitive and so cial/constructivist lines o f research m ig h t appear antagonistic, they are in fact exam ining opposite sides o f an individual-social continuum (Ferdm an, 1994: 15). W hile cognitive studies assume a universal view o f reading and w ritin g u n d e rly in g literacy, social/co n stru ctiv ist studies assum e different stages o f literacy for different social ends and co n tex ts (thereby allow ing for view s o f literacy across lan g u ag es and cultures). T h e co n structiv ist approach also exam ines the acquisition o f literacy skills as a process o f social, cultural and political em pow erm ent. T h e p resen t stu d y acknow ledges its foundation on a cognitive line o f research; how ever, it will move along the individual-social continuum w hile tra c in g the m ultilingual aspects o f reading w ithin a m ultilingual literacy context. T h e notion o f reading strateg ies (especifically m etacognitive) will be exam ined as socially constructed literacy practices em bedded in cognitive, social, cu ltu ra l and political contexts. Kate P a rry (1993) has proposed d irectio n s for the research o f the social construction o f read in g strategies in L l. S he m aintains th a t varying rea d in g strategies can be a ttrib u te d to contextual (social, educational, cultural, political, for example) practices by which people becom e literate. T h ese strategies can also be Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 p a rtly a ttrib u te d to the different perceptions o f w ritten texts used in social, cultural, political and educational environm ents. In th e present study, m etacognitive reading strategies will be studied w ithin a cognitive/educational/social fram ew ork. M oreover, the study o f th e social co n stru ctio n o f reading strategies has also prom pted researchers to reconsider their inquiry practices: In recent decades read in g research has moved from predom inantly q uantitative work to m ore q u alitativ e studies in which individual readers are observed in interaction w ith te x ts. (P arry, 1993:148) T h is paradigm shift has been studied and fu rth er verified by F a n g (1996). T h e re seems to be considerable consensus am ong m any educators th a t literacy research fram ew ork is a continuum from q u an titativ e to qualitative paradigms, d epending on the kind o f research q uestions asked. (Fang, 1996:246) A ccording to Fang, critical research, a third paradigm w idely used in other realm s o f inquiry, has not y e t made such an im portant impact on L.2 literacy studies. Multilingual Literacy T h e stu d y o f m etacognitive read in g strategies o f trilingual readers puts c u rre n t perpectives o f literacy across languages and cultures to te st. T h e re is one definition o f “biliteracy” th a t w ould be extrem ely helpful in the developm ent o f a definition o f "triliteracy” o r “m ultiliteracy” in this study. N ancy H o rn b e rg e r (1994) defines biliteracy as a m ultidim ensional crossroads in which nine c o n tin u a meet. H e r n in e continua are proposed p aram eters to determ ine a t w h at p o in t biliteracy is placed. 17 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 1) m ic ro -m a c ro co n tin u u m analysis levels o flin g u istic and social interaction 2) o r a l- lite r a te co n tin u u m practices levels o f adherence to spoken o r w ritten 3) m o n o lin g u a l-b ilin g u a l c o n tin u u m language and social use level o f proficiency in relation to 4-) re c e p tio n -p ro d u c tio n c o n tin u u m and receptive skills in the L2 interrelation betw een productive 5) o ra l la n g u a g e -w ritte n la n g u a g e c o n tin u u m oral and w ritten language skills in L2 6) levels o f proficiency in L 1 -L 2 tra n s fe r c o n tin u u m connections (tran sfer/in terferen ce) betw een the developm ent o f L l and L2 7) sim u lta n eo u s-su c ce ssiv e (la n g u a g e /lite ra c y ) exposure continuum exposure to bilingual language acquisition o r early and late bilingualism . Sim ilarly sim ultaneous-successive L 1/ L 2 literacy acquisition. 8) s im ila r-d issim ila r s tru c tu re s c o n tin u u m sim ilarity/difference betw een th e L l and the L2 9) c o n v e rg e n t-d iv e rg e n t s c rip ts c o n tin u u m the degree o f sim ilarity/difference betw een th e w ritin g systems (scripts) o f the L l and the L2 the degree o f linguistic _______ (H ornberger, 1994:107)_________________________________________________ G iven the variability a t which a bilingual individual stan d s in each o f the continua, H o rn b erg er sets up th ree groups. T h e first three are the continua o f b iliterate contexts, the n ex t th ree are the continua of biliterate developm ent in the individual, and the last th ree are th e co n tin u a o f biliterate media. In th e context o f triliteracy /m u ltiliteracy , the idea o f th ese continua could be em ployed to include the trilin g u al/m u ltilin g u al domain. In such case, I propose the follow ing adaptation o f h er taxonom y: 18 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 L iteracy C o n te x t 1) m icro-m acro continuum 2) o ral-literate continuum 3) monolingual-bilingual-£n7z’ngKa/-mw/fz7mig ua/ continuum Individual D evelopm ent 4) reception-production continuum 5) oral lan g u ag e-w ritten language continuum 6) L l-L 2 -L s-L n transfer continuum B iliterate M edia 7) sim ultaneous-successive exposure to L l/L 2 /L s /L n (literacy) continuum 8) sim ilar-dissim ilar stru ctu res o f L l/L 2 /L 3 /L n continuum 9) c o n vergent-diverg en t L l/L 2 /L 3 /L n scripts continuum T h e italics and un d erlin in g are mine. (adapted from H o rnberger, 1994:107) T h e continua 1, 2, and 3 taken to g e th e r are th e literacy contexts; the continua 4, 5, and 6 rep resen t the literacy developm ent in the individual; and 7, 8, and 9 are the literacy media. Literacy contexts, developm ent, and m edia are one possible w ay to g au g e the degree o f m onoliteracy, biliteracy, triliteracy o r m ultiliteracy o f an individual. T h is conceptualization accounts for som e individuals who, despite b eing m ultilingual, m ig h t still be o nly m onoliterate o r biliterate. H ornberger's schem atic representation o f the contexts, developm ent and media o f literacy can also be adapted to include m ultiliteracy dim ensions (see T ab les 1, 2, and 3). 19 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 T ab le 1 (all three figures have been adapted from H o rnberger, 1994:106-108 A daptations noted in italics) The continua o f multiliterate contexts: macro-micro continuum oral-literate continuum m onolingual-m ultilingual continuum m acro oral multilingual m onolingual m icro I literate I T able 2 The continua o f multiliterate development in the individual: reception-production continuum oral-written continuum L l-L n transfer continuum I reception production w ritten 20 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 T able 3 The continua o f multiliterate media: simultaneous-successive exposure continuum similar-dissimilar languages continuum convergent-divergent scripts continuum I sim ultaneous successive By adding th e L s /L n dim ensions to th e continua, H o rn b erg er’s model can be easily expanded to include triliteracy /m u ltiliteracy. In this study, m ultilingual reading is seen as one o f the reading-w riting com ponents o f m ultiliteracy. W ithin this view, trilite rac y and m ultiliteracy are m ultidim ensional crossroads in which at least nine continua m eet. S andra M cK ay (1993) recom m ends th e identification o f sociopolitical, economic, family, educational agendas for second language users. Sim ilarly it w ould be im portant to begin considering the agendas o f triliteracy /m u ltiliteracy in each con tex t w here it takes place. F u rth e r studies o f triliteracy /m u ltiliteracy from historical, econom ic, political and sociocultural perspectives are needed. T h e present stu d y co n trib u tes to identify the agendas for L 3 /L n read in g research. 21 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter £ PART TWO Metacognition and Reading Comprehension T h e study o f m etacognition conducted by developm ental psychologists d u rin g the last tw enty years has been extrem ely appealing to reading researchers (G arner, 1987; Bialystok, 1985; Devine, 1993). Reasons for this are prim arily tw o: 1) Successful readers have been described as active individuals who deliberately direct their ow n cognitive efforts through m etacognitive strateg ies as they read from texts. M etacognition studies look precisely a t learn ers’ know ledge and use o f cognitive resources from a sim ilar learner-centered standpoint; and, 2) M etacognition studies su g g e st th at cognitive instrospection plus fostering m etacognitive experiences be prom oted w ith individuals in o rd e r to stim ulate the developm ent o f com pensatory actions (m etacognitive strategies). T h is arg u m en t supports reading research ers/p ractitio n ers' attem pts “to teach individuals to use strategies to make and m onitor cognitive processes while reading, in cases where spontaneously stra teg y use does n o t occur” (G arner, 1987). T hereby, the study o f m etacognition in reading has prom pted reading researchers to look a t readers' know ledge o f the reading process (about them selves as readers, the task they face, and th e strateg ies they employ), th eir actual m onitoring o f th e ir readin g com prehension (through m etacognitive aw areness, for example), and the deliberate use o f a v ariety o f m etacognitive read in g strategies. “M etacognition can be differentiated into m etacognitive know ledge and m etacognitive experience, and one can distinguish betw een m etacognitive and cognitive strategies" (Flavell, 1981:38). Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 Table 4 presents a selection o f key studies o f m etacognition (knowledge, experiences and strategies) o f th e p a st fifteen years. Some o f them have concentrated on L l reading; som e o n L2 reading; a few on both L l and L2 reading; and one on Ll-LS. E ighteen o f th e tw en ty m etacognitive read in g strategies studies listed below will be review ed in detail later on in this ch ap ter under the section o f cognitive and m etacognitive reading strateg y research. T h ese eighteen studies relate directly w ith the p re sen t study. Table 4 Metacognitive Reading Strategies Authors W alker K night, S. L., Padron, Y. N., & W axm an, H. C. Block Block Padron, Y. N. & H. C. W axm an B arnett Pritchard _ A nderson M ikulecky Block Calero-Breckheimer, A. & G o etz E. T. Cox Berkemeyer Brenna Jim enez, R., Garcia, G . & P earson, D. Li, S. & M unby H. N ist, S., Sharman, S. J., & H olschuh, J. L. U ehara, K., & Shimizu, T. Pereira-Laird, J. A. & D eane, F .P . Schoonen, R., H ulstijn. J. & Bossers B. Year 1983 1985 1986a 1986b 1986 1988 1990 1991 1991 1992 1993 1994 1995 1995 1996 1996 1996 1996 1997 1998 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. L l/L 2 Focus L2 L2 L I/L 2 L2 L2 L2 L 1/L 2 L2 L2 LS L 1 /L 2 Ll L2 Ll L1/L2 L2 Ll L2 Ll L 1 /L 2 Isidro - Chapter 2 Metacognitive Reading Knowledge M etacognition is essentially cognition about cognition o r thinking about how one thinks. M etacognitive know ledge is the inform ation readily available about cognition to an individual. Flavell proposes th at "m etacognitive know ledge consists prim arily o f know ledge or beliefs about w hat factors o r variables act and interact in w h at ways to affect th e course and outcom e o f cognitive en terp rises” (1979: 907). T h u s m etacognitive readin g know ledge is about three variables: the reader’s know ledge o f oneself as a reader, the reading task sh e /h e faces, and the strategies h e /sh e employs while read in g (see T able 5). T hese three variables (know ledge o f self, task, and strateg ies) o f m etacognitive reading know ledge are interdependent and highly interactive. K now ing about one o f them prom pts knowledge about the o th e r and viceversa. M etacognitive know ledge is quite like any other kind o f know ledge (Flavell, 1985). As such, according to Flavell, it is acquired gradually; it can be flawed; and it can be declarative o r procedural. Table 5 Metacognitive Reading Knowledge Metacognitive Reading K now ledge About herself / himself as a reader About the reading tasks the reader faces About the strategies the reader employs llntraindividual differences llnterindividual differences |Universals (about reading) I I I Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 T h e reader’s m etacognitive know ledge o f herself/him self as a read er can show intra-individual differences, inter-individual differences and universals (Flavell, 1981). In term s o f reading, these three differences are illustrated through the know ledge expressed by each statem ent: 1) “I'm good at skipping u n im p o rtan t w ords th a t I don’t u n d erstan d to get the g ist o f a te x t I’m reading in a foreign language. But I'm no t so good at guessing the m eaning o f these words in co n tex t” (intra-individual differences); 2) “M y classmates are faster a t skim m ing a tex t that I am” (inter-individual differences); and 3) "F or me, like for everybody, reading for a quiz for the n e x t day is different than reading for pleasure” (universals). U niversals are linked to the reader’s ow n behavior and in their eyes, this knowledge can be generalized to more readers. F o r example, they m ight know th a t "(f)amiliartopic m aterial is easier to understand than unfamiliar; conventionally ordered stories are easier to recall than scram bled narratives; explicit topic sentences assist us in tasks th a t require reduction o f tex ts to th eir g ists” (Garner, 1987: 17). R eaders’ m etacognitive know ledge o f strategies depends on th eir reading experience and the successful abstraction o f regularities in their cognitive processing, if it happens, over tim e (Flavell and W ellman, 1977). Exam ples o f m etacognitive knowledge o f strateg ies are seen when readers know th a t reading dates o u t loud helps them rem em ber these dates later on or th a t p red ictin g the c o n ten t o f an article based on the title im proves comprehension (cognitive strategies). I f durin g the actual process o f reading they realize o r become aw are th a t th e particular te x t they are read in g has m any dates o r subtitles, th ey m ig h t decide to 25 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 use these cognitive strateg ies in o rd e r to improve overall com prehension (at such points they are using a m etacognitive strategy). S orting o u t w h at is m etacognitive from w h at is cognitive has proven to be a difficult task because m any researchers have used th e term s in very diverse ways and sometimes interchangeably. W h y te (1992) and G a rn er (1987) have explained th a t m etacognition has been m ainly studied from a developm ental psychology research and from an inform ation processing research points o f view. In ord er to provide one consistent view o f the role o f m etacognition in reading, this study will adhere to Flavell (1981) and G a rn e r’s (1987) constructions o f m etacognition since they collaborated on m ajor research in m etacognition from the vantage o f developm ental psychology. In som e cases, the w orks o f Brown (1987) and Bialystok (1985) will be used as a reference w hen they are consistent w ith Flavell and G arn er's notions o f m etacognition. Metacognitive Reading Experiences M etacognitive read in g experiences can take place before, during, or after the reading process (Flavell, 1979, 1981). M etacognitive reading experiences can be described as aw arenesses, realizations, “ahas,” o r “clicks and clunks" o f actual or anticipated cognitive success o r failure experienced by readers (G arner, 1987). U sually these experiences occur w hen cognitions fail and th e reader experiences a b rief o r som etim es le n g th y feeling o f confusion ab ou t the outcom e o f a reading strateg y . In m ost cases, th is confusion, o r need to seek a solution, has served to trig g e r m etacognitive experiences and thus know ledge. F o r example, shortly before beginning to read, th e re a d er m ig h t experience apprehension about th e te x t she is 26 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 going to read because th e nex t day’s exam will be based on this te x t and due to an aw areness o f poor perform ance in previous exam s (a m etacognitive aw areness). A dditionally, th e reader is aware th a t h er read in g perform ance m ight be lacking. As the reader is reading, she realizes th ere are too many names o f characters to rem em ber in a novel she’s reading and th a t she’s g e ttin g confused about w ho is who. She realizes (a m etacognitive realization) she needs to read the nam es o u t loud to herself to assist her m em ory (she decides to use a cognitive strategy prom pted by a m etacognitive experience). T h is is the im plem entation o f a m etacognitive strategy. A fter finishing reading a chapter in a book, the reader m ight become aw are th a t rereading the subtitles in the chapter could make pre-quiz studying fairly easy (a m etacognitive aw areness linked to a cognitive strategy). See T able 6. Table 6 M etacognitive Reading Experience Metacognitive Reading Experiences Realizations and awarenesses before reading Realizations and awarenesses while reading Realizations and awarenesses after reading It is im p o rtan t to m ention th a t m etacognitive experiences may o r m ay n o t always occur. E ven in cases in which read in g com prehension fails, if th e read er decides w h a t to do in ord er to repair o r p re v e n t possible miscomprehension, she has form ulated a m etacognitive stra teg y (Flavell, 1979). I f a strategy is n o t form ulated, 27 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 this would be a p oin t w here m etacognitive read in g instruction would be tim ely (E lHindi, 1997). Metacognitive Reading Strategy Use A fter the read er has become aw are o f a reading challenge, for exam ple, th a t the names in a R ussian novel are too difficult to rem em ber, too num erous, o r too easily confused, th e reader realizes there is a need for a reading strateg y n o t only to learn the nam es (w ho is who) b u t also to m onitor th a t this m em orizing is happening or m aking sense (is th e strateg y to co rrect the problem w orking o r not?). A t th a t point, the reader uses a cognitive strategy, such as reading the names o u t loud, keeping a list o f nam es on a piece o f paper, o r d raw in g a fam ily-tree w ith the names m entioned. Sim ultaneously, she m ight use a m etacognitive strategy to assess her progress tow ards h e r goal, such as quizzing h erself on the names and w ho is who and referring back to th e novel to assess the accuracy o f h e r recalling and determ ine if further rehearsal is needed. As m entioned in the introduction o f this study, m etacognitive strateg ies are purposefully invoked to m onitor cognitive progress; in this case, m etacognitive reading strategies are deliberate actions created to m onitor cognitive read in g strategies. T h e im plem entation o f m etacognitive strateg ies is determ ined by the reader’s purpose fo r reading, reading experience, read in g ability, reading stra teg y resourcefulness, a tte n tio n and concentration, m otivation, and the fact th a t th e reader has become aw are o f th e need to m onitor h er read in g com prehension. Some research has been conducted to determ ine how m etacognitive reading stra te g y use is 28 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 determ ined by ex tern al incentives (grades o r o th e r rew ards) to accomplish reading goals or if they still continue w hen these incentives are rem oved (El-Hindi, 1997). Specific m etacognitive reading strategies will be review ed in relation to the m ost recent studies conducted thus far in the n e x t section in this chapter. A Framework for M etacognition in Reading T o explain th e interrelationships th at ex ist am o n g m etacognitive knowledge, experience and m o n ito rin g o f strateg y use, see T ab le 7 below . A possible flow o f direction from m etacognitive know ledge to experiences th a t in turn lead to strateg y use is one of the m any possibilities. F o r example: M etacognitive experiences can inform, expand o r m odify m etacognitive knowledge. A reader reading the help-w anted section in a new spaper experiences confusion about the abbreviations in the jo b descriptions (m etacognitive experience). T h is confusion prom pts th e inclusion o f this inform ation in th e know ledge base: reading help-w anted ads requires an e x tra effort. M etacognitive s tra te g y use can inform, expand o r m odify m etacognitive knowledge. A reader reading the help-w anted section in a new spaper experiences confusion about the abbreviations in the jo b descriptions (m etacognitive experience). He goes back to the page, finds th e abbreviations box, reads it and goes back to the section he was interested in (cognitive strategy). A fter a while, he decides to go back and check the abbreviation box to confirm th a t he has n o t fo rg o tten o r mixed the abbreviations (m etacognitive strategy). A fter com pleting this reading task successfully, he in teg rates the successful ro u tin e to his m etacognitive knowledge base. 29 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 T ab le 7 presents the notion th a t all parts o f the diagram flow in various directions and th a t they are ex trem ely inter-connected. T h is idea m ig h t n o t be so obvious w hen you think o f know ledge determ ining w hat experiences w ould be acknow ledged and w hat strategies w ould be used in each case. T h e arrow s are m eant to show the interrelation, and n o t cause-effect relations. Table 7 Metacognition and Reading Metacognition and Reading M etacognitive Reading Knowledge 4 - ( M etacognitive Reading Strategy Use Realizations and awarenesses while reading Realizations and awarenesses before reading About herself / himself as a reader L I Metacognitive ► Reading E x p erien ces About the reading tasks the reader faces About the strategies the reader employs Intra-individual differences 1Inter-individual differences |Universals (about reading) | 30 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 1 Realizations and awarenesses after reading Isidro - Chapter 2 Fundam entally, m etacognitive know ledge results from m etacognitive experience (Flavell, 1976, 1978, 1981; G arner, 1987), th a t is, the awareness o f the person th a t she finds herself in a particular cognitive condition. T h e attention can be directed tow ards th e cognitive task itself (for exam ple rehearsing) but also tow ards the characteristics o f the person, the task and the stra teg y which influenced the m ental state o f the person. T h e existence o f m etacognitive knowledge points to the existence o f m om ents in which the individual becomes aw are o f her cognitive functioning and o f (some of) the variables which she considered to be im portant to this functioning. T h e reader can elaborate this m etacognitive know ledge into a metacognitive strategy, which can be used intentionally. Some readers w ho became aware th at rehearsing a w ord list under particular conditions resulted in high scoring on school tests m ig h t try to m anipulate the conditions in the direction o f the successful experience. S tim ulating m etacognitive aw areness o r consciousness raising is a key feature in good (first and second) language teaching practice (Cohen 1991). It m ust be em phasized th a t ‘know ing w hy' is an essential feature o f m etacognition. A reader m ust n o t only have the ‘feeling’ th a t a particular sentence is n o t m aking sense b u t also sh e /h e should be able to explain w hy o r attem pt to do so (G arner, 1987). T h e simple observation th a t a certain expression is not understood in a te x t w itho u t know ing w hy is n o t sufficient. M onitoring and know ing th a t one needs to know is m etacognition. In co n stru ctin g a theoretical m etacognitive fram ew ork for the study o f the developm ent o f L l /L 2 language skills, Bialystok and R yan (1985) proposed looking Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 a t three specific situations o r language-use domains: conversational uses, literacy uses, and m etalinguistic tasks. T h e study o f th e interrelation o f these language-use domains addresses issues such as the reasons for their observed developm ental ordering, their p a tte rn s o f correlation, and th eir interaction w ith proficiency in o th e r languages. (Bialystok, 1985:208) T hese domains are highly interactive. F o r example, B ialystok explains th at there is considerable evidence link in g the developm ent o f m etalinguistic ability with the early stages o f literacy. She found th a t children who obtain high scores in m etalinguistic ta sk s/te sts also learn to read faster and m ore easily. In studying L 1/ L 2 literacy acquisition from a cognitive perspective, there are tw o skill com ponents w hich develop along two continua: analyzed knowledge and cognitive control (Bialystok, 1985). These continua are highly interrelated in com plex ways. Bialystok's m etacognitive framework com bines Flavell’s notion of conscious knowledge (developm ental psychology) and B row n’s (1987) idea of executive control (inform ation processing theory) (see T ab le 8). 32 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 Table 8 Bialystok’s Metacognitive Framework A dapted from Bialystok, 1985:218 High control Metalinguistic Skills Low analyzed knowledge Reading - W riting High analyzed knowledge Conversation Low control In table 8, the conversation domain box does in fact touch upon the read ing/w riting domain box. By the same token, the reading/w riting domain box touches upon the metalinguistic skills domain box. W hat this means is that conversational skills are highly connected to reading/w riting skills even though they remain separate domains. M etalinguistic skills, the abilities to talk about and think about language, are highly connected to literacy skills. T he connectedness happens in terms o f the amount of metacognitive analyzed knowledge th at the individual possesses and the degree o f executive control that the same individual 33 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 exercises in any o f these three domains. This metacognitive framework will be useful in this study to connect literacy skills, conversational skills and metalinguistic skills. Cognitive and M etacognitive Reading Strategy Research As several researchers have pointed out, m ost recent literacy research in the United States has focused on white, middle class, monolingual, monoliterate native speakers o f English (Ferdm an and Weber, 1994; Grabe, 1991; Jimenez, Garcia, and Pearson, 1996; Ramirez, 1994). According to them, many current theoretical models of reading have been painstakingly constructed based on these data. Similarly, over the past 20 years, second language research has prompted the study of foreign/second language reading and this research has contributed to the development of L2 reading models based on research conducted on: a) b) c) M onolingual American speakers learning a foreign language in school; Bilingual American speakers in the process o f becoming biliterate (mainly Spanish-English bilinguals); or Recent monolingual immigrants with limited knowledge o f English in the United States (predominantly Spanish speakers). O f these three groups, the third one is by far the m ost extensive. ESL research has considerably shaped the areas of investigation in second language reading. Fitzgerald (1995) selected and reviewed 67 major studies on cognitive ESL reading processes in th e U.S. over the la st 15 years. A lthough the 67 studies have indicated "that the cognitive reading processes o f ESL learners are substantively the same as those o f native English speakers," Fitzgerald concludes th at what is unique to ESL reading processes are the amount of use and length o f time to use certain processes. 34 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 T h e re are tw o fundam ental positions th a t a num ber o f ESL studies have m aintained and w hich have been specific to second language reading models: One, the position th a t som e literacy skills (conceptual knowledge, higher-order th in k in g skills, and reading strategies) transfer from one language to another. T h e o th e r position has investigated the statistical co rrelation between second-language o rality and second-language literacy (F itzgerald, 1995). T hese positions coexist and focus on two very im p o rtan t aspects of L2 reading. T o extend this to Ls reading, it w ould be im portant to form ulate tw o questions: 1) T o w h at e x te n t do students notice th a t they transfer literacy skills (reading strategies in particular) from a L l to a L2 o r eventually a L3 m ore readily? 2) W h a t is the correlation betw een th ird language orality and th ird language literacy? Chronological Literature Review on Reading Strategies F itzgerald (1995) identified four m ajor research foci based on h er survey: 1) 2) 3) 4) A psycholinguistic view o f reading; Schema theory; A n interactive view o f reading, and; Views o f m etacognition in reading. T h is la st focus in m etacognitive read in g strateg y was reported by F itzg erald (p. 155-169). F itzg erald explains th a t although the word metacognitive. as used in eleven rep o rts she reviews, did not always refer to m etacognitive reading strategies, she selected th e rep o rts because the research itse lf had to do with m etacognition in reading. She described th e criteria she used to decide which studies to include: T h e paradigm used in th e 10 studies (in 11 reports) on U nited States E S L readers’ m etacognitive strategies was usually som e v ariation on a typical paradigm used in studies w ith native E nglish speakers. Participants read tex ts, always in English and som etim es additionally in Spanish, generally stopping a t selected 35 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 points to “think aloud,” telling w hatever was on their minds. Sometimes, the text had catalysts to miscomprehension, such as incoherent sentences. In at least one study, participants could do the “think aloud” in Spanish. T h e "think aloud” sessions were taped and later analyzed primarily to determine readers’ metacognitive strategies a n d /o r methods of monitoring their own comprehension. (Fitzgerald, 1995: 172). In the first o f these studies alm ost two decades ago, Laura W alker (1983) discusses the reading strategies th at adult ESL readers use to identify unknown words in context. Fitzgerald noted it is the first study to acknowledge the possibility th at metacognitive strategies were involved as reading took place. W alker reported that the students used ten cognitive strategies: Dictionary use, 1) Guessing, 2) Graphemics, 3) Ignoring, *) Intuitive, 5) Morphemics, ey Pronouncing, 7) Regressing (rereading), 8) Skipping (and coming back later), 9) 10) Syntax strategies. O f these strategies, one (regressing) could be considered metacognitive because it could have facilitated deliberate checking, monitoring, planning, testing, revising and evaluating o f the reading process. In the case o f regressing (rereading), a logical presupposition is that the reader realizes that there was some so rt o f comprehension break-down. For this reason, the reader decides to reread in an attem pt to repair miscomprehension. I f comprehension is still not achieved, and the reader realizes that rereading did not help fix the problem, then the reader m ight decide to skip the word, phrase or passage altogether. So, in fact, th e decision to reread can be used as part of the more complex process o f self-regulation, th a t is, metacognition. 36 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 Knight, Padron and Waxman (1985) found that L2 metacognitive reading strategies are employed less frequently than in L l reading. T h e y compared two groups: m onolingual (E nglish) and bilingual (S panish/E SL ) readers reading in E nglish. U nfortunately they did n o t have the bilingual groups read in Spanish. K nig h t e t al. observe: O ne possible explanation o f both the difference in the num ber o f strategies m entioned by the tw o groups and o f the lower achievem ent o f Spanish-speaking ESL stu d en ts is th a t ESL students may have been transferred too quickly to E nglish reading and consequently did n o t have the o p p o rtu n ity to develop these strategies first, w hile read in g texts in Spanish. (K night e t al., 1985:790) T h e thirteen strateg ies they found could potentially be used to m onitor, revise, and evaluate reading com prehension. H ow ever, it is n o t clear from their description o f strategies how these strategies w ere employed: 1) Rereading, 2) Selectively reading, 3) Im aging, 4) C hanging speed, 5) A ssim ilating w ith personal experiences, 6) C oncentrating, 7) A ssim ilating w ith passage events, 8) N o tin g /se arc h in g for salient details, 9) Sum m arizing, 10) Predicting outcom es, 11) Self-generated questions, 12) Student’s perceptions o f teacher’s expectations, and, 13) Rehearsal. Block (1986) conducted a very thorough investigation o f cognitive and m etacognitive strategies th a t 6 bilingual and 3 m onolingual readers used (a total o f 9 readers). She com pared th ese tw o groups in th e sam e w ay K night did: com paring bilinguals’ L2 w ith m onolinguals’ L l . In this study, the ESL (bilingual) readers had tw o different language backgrounds. T h ey w ere s p lit into tw o groups in o rd er to 37 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 investigate their L l reading stra teg y use (one group o f th ree had Spanish readers and one group o f three had Chinese readers). Block’s findings coincide with W alk e r’s in th a t L2 readers used selected m etacognitive strategies. However, she apparently contradicts K night e t al in th a t Block's L2 readers used selected m etacognitive strategies w ith different relative frequencies as com pared to the L l group. Block found th a t L2 readers used m etacognitive strategies and m onitored sim ilarly to L l readers. How is this contradiction between Block and K night explained? One explanation can be th a t K night's 15 m onolingual English participants were proficient o r average readers. U nfortunately, K night et al. do not re p o rt the participants’ reading abilities nor do they m ention their academic stan d in g in relation to their peers. T h e ir participants are obviously different in term s o f th eir reading proficiency from Block’s m onolingual English participants w ho had specifically been selected as ‘poor’ readers who had failed the university’s read in g proficiency test. Block explained th a t these “readers were chosen as the subjects o f this study because they are the ones at whom college rem edial reading program s are aimed.” W hereas K n ig h t e t al. do not report the level o f language or read in g proficiency o f h er ESL participants, Block does. Block determ ined th a t both m onolingual and bilingual readers had com parable reading skills by using cloze passages. T h ese skills w ere com pared across language (L l and L2) in the case o f the bilingual participants, and across groups (m onolinguals and bilinguals). A nother plausible explanation is th a t Block does n o t refer to frequency use as m uch as to the nature o f the strateg ies used: "ESL readers did n o t appear to use strateg ies o r patterns o f strategies th a t w ere different from those o f native speakers o f E n g lish ” (Block, 1986a). T h is suggests th a t some L2 readers w ho were L2 38 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 proficient had used m etacognitive strategies and had m onitored similarly to L l ‘poor’ readers. T h e fact th a t Block made sure L2 proficiency was no t a problem for the L2 readers seems to be very im portant. In the follow ing chapters, the relationship between language proficiency and read in g proficiency in L2 will be discussed more extensively. Block reported tw o levels o f reading strategies: general com prehension and local linguistic strategies. She rep o rts ten general com prehension strategies: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) A nticipating th e content, R ecognizing te x t structure, In te g ra tin g inform ation, Q uestioning inform ation in the text, In te rp retin g the text, U sing general know ledge and associations, C om m enting on behavior o r process, M o nitoring com prehension, C orrecting behavior, and R eacting to the text. She reports five local strategies: 1) 2) 3) 4) 5) Paraphrasing, Rereading, Q uestioning th e m eaning o f a clause o r sentence, Q uestioning a w ord, Solving a vocabulary problem. M any o f these strateg ies could have been used as m etacognitive strategies. T h a t is, they could have used deliberately to m onitor com prehension. Cognitive and m etacognitive strategies are intim ately related. I t is w hen cognitive strategies are used deliberately th a t they e n te r the self-regulatory dim ension th a t Baker (1984) and G arn er (1988) describe as m etacognition. Padron and W axm an (1986) claim th a t L2 readers m onitored their reading com prehension in th e ir study. T hese readers used m etacognitive self-regulatory 39 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 strategies to m onitor the effectiveness o f th eir actions w henever there was a com prehension breakdow n. M onitoring com prehension precedes awareness th a t a specific plan o f action is needed after the reader realizes th a t com prehension has been disrupted. L2 readers used a com prehension m o n ito rin g stra teg y ("concentrating” i.e. th in k in g about the story, keeping it in mind, rem em bering it) only second to their m ost frequently used strateg y o f “focusing on their perceptions o f teachers’ expectations.” Padron and W axm an’s findings provide additional support to W alk er’s claim s th a t “low er achieving stu d en ts use less sophisticated and inappropriate cognitive strategies during reading” (p. 149). T h ese students used cognitive/m etacognitive reading strategies such as asking questions about parts o f the sto ry they didn’t understand, checking thro u g h the sto ry to see if they rem em bered all o f it, im aging o r picturing the sto ry in th e ir minds, and looking up w ords in the dictionary. P ritchard (1990a) claims th a t there is less m o n ito rin g in L2 reading com pared to L l reading seem ingly contradicts Padron and W ax m an ’s finding th at L2 readers m onitored com prehension. A fter a closer exam ination o f their claims, it is possible to see th a t there is no contradiction. Padron and W axm an’s participants w ere 23 Spanish speakers in 3rd to 5th grade and P ritc h a rd ’s w ere 20 Spanishbackground participants in high school. E nglish was rep o rted ly the L2 for all these readers. U nfortunately th e overall English language proficiency is not reported in either case. P adron and W axm an rep o rt th a t y o unger L2 readers used the strateg y o f ‘m o n itoring com prehension’ as the second m ost freq u en t strateg y . W hile in fact, L2 readers m onitor th e ir com prehension, th ey do so approxim ately half as Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 frequently as L l readers do. In this sense, L2 readers did m onitor their reading com prehension but L l readers did so twice as often as L2 readers did. A nderson (1991) found th a t ESL readers used selected m etacognitive reading strategies, thereby agreeing w ith W alker (1983). However, he explains that: strategic reading is n o t a m atter o f know ing w h at stra teg y to use, but also the reader m ust know how to use a stra te g y successfully and orchestrate its use w ith o th er strategies. It is n o t sufficient to know about strategies; a reader m ust also be able to apply them strategically. (A nderson, 1991:468-469) So, even though the participants in A nderson’s stu d y knew w hat strategies to use, they did not always succeeded in applying them . T h u s in the research literature, poor readers are those who, despite the fact th at they know which strategies to use, fail to use them appropriately. T h is generalization m ay apply to most cognitive and m etacognitive strategies. A nderson identified 47 strateg ies and classified them into five categories: 1) 2) 3) 4) 5) Supervising strategies S upport strategies Paraphrase strategies S trategies for establishing coherence in te x t T e st-ta k in g A nderson explains th a t he used previous read in g stra teg y inventories in o rd er to classify his ow n categories. From his list o f 47 cognitive reading strategies, it is possible to indicate which ones are likely to be used as metacognitive. Specifically those strategies used to "supervise th e read in g task” and “to m aintain coherence in the te x t” are sim ilar in nature to the ones described as metacognitive: 41 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 deliberate checking, m onitoring, planning, testing, rev isin g and evaluating o f the reading process. M ikulecky (1991) found sim ilar findings to P ad ro n and W axm an (1986) and P ritchard (1990) re g a rd in g L2 readers m onitoring th eir com prehension. Com prehension m o n itorin g (know ing w hether o r n o t one understands w h at one is reading) has been considered an o v ert indication th a t m etacognition is being used (Baker and Brown, 1984:355). In this case, given the fact th a t M ikulecky's participants w ere highly proficient readers in R ussian and English, it does not come as a surprise th a t they m onitored their com prehension successfully. As A nderson (1991) had explained, m ore proficient readers use a w ider variety o f m etacognitive strategies and as C arrell (1989) pointed out, m ore proficient readers use m ore global top down strategies, w hile dealing with reading difficulties. Mikulecky concurs th a t her readers used m ore strategies in their L2 read in g than in the L l reading. An obvious explanation is th a t these readers did n o t v erb alize/rep o rt as many strategies in th e ir L l as they did in their L2 because they did n o t need to cope with as m any reading difficulties in L l. M ikulecky had h er subjects read college level articles and tw o new s articles in Russian and E nglish. Block (1992) specifically identifies a frequently-used m etacognitive com prehension m o n ito rin g strategy, which she labels an "evaluate-act-check” strategy. She confirm s Padron and W axm an (1986), P ritch ard (1990), and M ikulecky’s (1991) claim s th a t L2 readers frequently m o n ito r their com prehension. She claims th a t proficient L2 readers took m o re tim e to plan and to solve their reading breakdow ns. She did not find specific differences betw een more and less proficient L2 readers in term s o f reading problem s. 42 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 As reviewed so far, pioneer studies on L2 reading strategies have identified and classified a large n u m b er o f reading strategies. A lthough n o t classified as such in these studies, it is possible to speculate th a t m any o f th e identified strategies could be classified as m etacognitive. Current Research on M etacognitive Reading Strategies Carrell (1989) claim s th a t L l readers’ use o f local reading strategies (focusing on gram m atical stru ctu res, sound-letter, w ord-m eaning, and text details) tended to be negatively co rrelated w ith reading perform ance. Block (1986a) distinguishes betw een local and general com prehension strategies bu t she does n o t specifically associate e ith e r kind with a level o f reading perform ance as C arrell does. C arrell explains th a t m etacognitive awareness (a m etacognitive experience) is intrinsically related to m etacognitive strateg y use. H er research shows th a t L2 readers o f m ore advanced proficiency levels tend to be m ore global o r top dow n in their perceptions o f effective and difficulty-causing reading strategies. She also found th a t L2 readers o f lo w er proficiency levels, tend to be m ore local o r bottom -up in their perceptions o f effective and difficulty-causing reading strategies. G lobal and local approaches to read in g are in fact dependent on th e level o f language proficiency in the L2. B renna (1995) focused on very young readers w ho have n o t received reading instruction in school. By d o in g so, she showed how m etacognition (experiences, know ledge and strateg ies) develops as the readers take control over the reading process a t early age. Since these children are n o t "required” to read (they are n o t enrolled in school yet) b u t read as a personal en tertain m en t experience (they are aw are o f the act o f reading), they approach the reading process w ith the sp irit o f a 43 permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 8 problem -solving task. As they are developing readers, m etacognition plays an im portant ro le in enhancing com prehension m onitoring. B erkem eyer (1995) found th a t h e r G erm an as a second language readers used a wide variety o f m etacognitive reading strategies, such as being aw are o f the reading task (aw are o f the te x t form at, aw are o f the purpose for reading, atten tio n to trivial content) and m any others while m onitoring com prehension. She also points o u t th a t despite th e fact th at her stu d en ts m onitored com prehension, th ey failed to act to overcom e the reading difficulty. T h is is an im portant piece o f evidence because it confirm s th a t m etacognitive know ledge does not necessarily lead to o r imply the use o f m etacognitive strategies. Even though this investigation overw helm ingly dem onstrates th at these nonnative readers o f G erm an em ployed a variety o f m etacognitive strategies, m ore can be done to prom ote active com prehension m onitorin g am ong L2 readers by developing m etacognitive strategies, for exam ple (Berkemeyer, 1995: 181). Jim enez, G arcia and Pearson (1996) identified 22 distinct strateg ies and organized them into three broad gro u p s (text-initiated, reader-initiated, and interactive): A) T ext-in itiated : U sing te x t stru ctu re Focusing on vocabulary Sum m arizing R estating the te x t Paraphrasing U sing context R ereading D ecoding B) R eader-initiated: Inferencing Q uestioning Predicting C onfirm ing/D isconfirm ing C) Interactive: Invoking p rio r know ledge M onitoring Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 V isualizing E valuating N oticing novelty D em o n stratin g awareness Bilingual strategies* Searching for cognates T ra n sla tin g C ode-sw itching - T ran sfe rrin g (Jimenez, 1996:99) M any o f the strategies in this list can be used for m etacognitive purposes, th a t is, to deliberately m onitor, plan, revise, o r evaluate com prehension in reading. O f particular interest are the four bilingual strategies listed under the interactive rubric, because these 4 strategies had n o t been m entioned before. By focusing on bilingualism and biliteracy and th eir influence on m etacognition, Jimenez et al. opened up a new bilingual dim ension in the study o f cross-linguistic m etacognition. A lthough, Block (1986a) had studied U.S. proficient bilinguals, only Jimenez e t al. studied them as bilinguals. Because Block had classified h er participants as successful ESL readers, the em phasis was on ESL reading strategies. In fact, Block com pared her readers to L l (English) readers as model readers. JimSnez e t al. had th e ir bilingual participants read in Spanish their L l, and E nglish as their L2. T h ey also had some m onolingual readers read in English, their L l. Jim enez e t al.’s perspective allows for com parison betw een m onolingual and bilingual readers as successful readers. In fact, w hen Jim enez e t al. said th a t L l readers did no t evidence a need to use m etacognitive read in g strategies, he is explaining w hy sometimes L2 readers seem to use m ore m etacognitive strategies than L l readers. M ikulecky (1991) arrives a t sim ilar conclusions: an L l reader does n o t verbalize m etacognitive strategies frequently. 45 permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 Jimenez e t al.’s findings are con sisten t w ith w hat Block (1986a), Berkemeyer (1995), and A nderson (1991) have reported: • Some proficient L2 readers used m etacognitive strategies and m onitored sim ilarly to poor L 1 readers; • L2 students m onitored com prehension but failed to em ploy corrective m easures once com prehension breakdow n had been detected; and, • L2 students w ith m ore proficiency used a w ider variety o f m etacognitive strategies m ore frequently. Li and M unby's (1996) study confirm th a t proficient stu d en ts o f a non Indoeuropean L2 used a w ider v ariety o f m etacognitive strategies m ore frequently than in L l reading as previously reported by Anderson (1991) and Jim enez et al. (1996). Exam ples o f Li’s strateg ies are: paraphrasing, repetition, u sin g contextual clues to predict, looking for purposes and im portant inform ation, visualizing, self­ questioning, using background know ledge, paying attention to connectives, skim m ing, scanning, paying atten tio n to topic sentences, using com parison and contrast, and picking o u t key words. Sim ilarly to Jim enez e t al., Li and M unby set ap art a few m etacognitive strategies th a t are frequently used o r th a t are specific to bilinguals : translation, use o f background know ledge, self-questioning, use o f prediction and co n tex tu al clues, and paying a ttention to sentences, picking o u t key words, and com parison and c o n tra st w ith L l know ledge dom ain. T h e fact th at bilinguals have an o th er language and literacy skills to em ploy productively has been rarely acknowledged. F o r this reason Jim enez e t al. and Li and M unby's studies are especially im portant in cross-linguistic m etacognitive read in g studies such as this one. 46 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 U ehara and Shim izu (1996) basically replicate C arrell’s m etacognitive aw areness investigation on read in g strategies by adapting C arrell's research concerns to a Japanese reality: It w ould be im p o rtan t to bear in mind th at some research concerns could be cu ltu rally determ ined by the particular co n tex t in which the study is being conducted. It w ould be w rong for researchers to assume th at the relation between m etacognition and reading is the sam e w ithin and outside the U. S. However, the mechanism s to investigate that relation need to be adapted from language to language o r cu ltu re to culture, and so on. U ehara and Shimizu’s findings confirm A nderson’s (1991) and Jimenez e t al.’s (1996) findings: L2 students w ith more proficiency used a w ider variety o f m etacognitive strategies more frequently whereas by com parison L 1 readers rarely evidence a need to use m etacognitive reading strateg ies. Schoonen, H ulstijn and Bossers (1998) m ake a g re a t contribution to the field o f m etacognitive reading stra teg ies studies by addressing the question o f w hether vocabulary know ledge in L l and L2 influence m etacognitive know ledge o f reading and thereby improve overall read in g comprehension. V ocabulary knowledge does enhance m etacognitive know ledge if L2 readers have gone beyond a “threshold proficiency level." F o r m any readers, m etacognitive know ledge seems to be a s tro n g predictor o f success in th e p articip an ts’ reading com prehension (Schoonen et al., 1998:72). Putting the Pieces o f the Metacognitive Puzzle Together A fter review ing th e previous 18 studies, a num ber o f general issues can be identified which give focus to th e p resen t study: 47 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 1) M etacognition and m etacognitive reading strategies sta rte d as vague all encom passing term s, w hich have progressively gained focus in m ore recent studies. M etacognitive strategies are deliberate actions undertaken by readers as they m o n ito r and plan their reading processes. 2) M etacognitive experiences, know ledge and strategies are extrem ely difficult to separate. In m ost studies, they are stro n g ly linked. It is probably b etter to acknow ledge their interrelatio n and to p resen t them as related o r even the same process. Key m etacognitive stra te g y findings are*. a) A lthough L l readers have shown a wide variety o f m etacognitive reading strategies, these readers do no t alw ays evidence the need to use o r verbalize these strateg ies. b) A lthough L2 readers have show n a wide v ariety o f m etacognition reading strategies, these readers used them selectively. A t times, although they detected com prehension breakdow ns, they failed to employ m etacognitive reading strategies to co rrect th e problem . c) L2 readers w ith good vocabulary and language proficiency are able to transfer L l m etacognitive reading strategies w ith o u t effort. 48 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 PART THREE Third Language Acquisition/Learning T rilingualism has until recently n o t received full attention in education, linguistics and related fields o f study. M any studies on bilingualism include only a w ord o r two on the acquisition o f a th ird language. C harlotte Hoffmann and Jasone Cenoz suggest that: Learning and using a third language is a com m on phenomenon which is receiving increasing attention from researchers w orking in the areas o f bilingualism and language acquisition, (see Hoffmann, 2000; Cenoz & Jessner, 2000; Hufeisen & Lindem ann, 1998; W illiam s & H am m arberg, 1998; Dewaele, 1998; Clyne 1997). T h ird language acquisition and trilingualism share m any characteristics with second language acquisition and bilingualism but th ey also have specific features which resu lt from the processing and use o f m ore than two languages. 1 h ttp ://w w w .uw e.ac.uk/facu lts/les/research /b ilin g u al/cT .h tm Elaine Klein (1995) poses the burning question: Second versus third language acquisition: Is th ere a difference? Klein investigates the existence o f a certain L s “enhancem ent" (by virtue o f know ing m ore than one language) in adults acquiring an additional language. She specifically questions w hether such enhancem ent involves the “acquisition o f lexical item s and the acquisition of syntactic constructions." In essence her question looks a t the issue o f w hether m onolingual and bilingual (m ultilingual) learners behave in different ways when acquiring an additional language. T h is behavior w ould be influenced by cognitive and linguistic resources available to the learner due to being m onolingual o r m ultilingual. 49 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 In Klein’s study trilinguals “show ed significantly g reater know ledge than the Q nonolinguals^ for lexical verbs and th eir prepositional com plem ents as well as for preposition-stranding constructions” (Klein, 1995:450). T h e implications o f her findings are th a t the enhancem ent in acquiring lexical item s may resu lt from cognitive and m etalinguistic awareness developed by prior m ultilingual experiences. Klein also states th a t if m etacognition plays a larg er role in the successful acquisition o f a L2 w hen compared to a L l, then th ere is also a more im portant role o f m etacognition in LS o r m ultilingual acquisition. M etacognition appears to play a m inor role in *LlA : Children, no m a tte r w h at their cognitive ability, reach ultim ate attainm ent o f their native languages and in approxim ately the same am ount o f time. If su p erio r cognitive skills are needed to com plem ent the guidance provided by **U G in order for successful L2A o r LSA to take place, then we have distinct differences betw een native language and nonnative language acquisition (Klein, 1995:455) * L lA = F irs t Language Acquisition * *U G = U niversal G ram m ar In o th e r venues, recent international in te re st in trilingualism can be traced to the F irst In tern atio n al Conference on T h ird Language Acquisition and T rilingualism in Septem ber 16-18, 1999, a t th e U niversity o f Innsbruck in A ustria. N um erous issues w ere discussed there: interlanguage transfer, com peting language systems, trilin g u al language acquisition, L3 learn in g as a cultural experience, LS brain and lateralization, strategies transfer, m ental lexicon o f trilingual learners, interference and facilitation, the effects o f L3 acquisition on L2 acquisition, th e roles o f L l and L2 in LS production and acquisition, m ultilin g u al/trilin g u al cognitive organization, psychological factors in trilingual code sw itching and mixing, students’ a ttitu d es tow ards English as a LS, types o f lexical transfer in third 50 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 language acquisition and trilingualism , triglossia, social and educational aspects o f trilingualism , fossilization in LS, and m ore. Som e o f th e vital questions stem from studies on bilingualism, and other questions are based on the particular c o n te x t in w hich trilingualism occurs. P art three in this ch ap ter attem pts to p resen t an overview o f cu rren t perspectives on broad LS areas o f study such as: L3 acquisition, LS code switching, LS pragm atics, and LS education. Current perspectives on LS studies In the U nited States, educators w o rry about the lack o f bilingual students’ educational success in the dom inant language: E nglish. Limited E nglish proficiency and E nglish-based literacy have been the concerns o f ESL, Bilingual Education, and non-E SL teachers and adm inistrators (Garcia, 1992). Similar concerns were shared in Spain d u rin g the sixties and seventies d u rin g the time the d ictato r Francisco Franco had im posed a Spanish-only law th a t suppressed the use o f local languages in Spain - C atalan, Basque, G alego (Soler, 1985). A fter Franco's death in 1975, local governm ents in Spain have gained th e rig h t for the legal use o f the outlaw ed languages th a t had rem ained alive a t hom es and sometimes in the streets. In the re s t o f the w orld, th ird language acquisition studies (TLA ) have become m ore com m on in recent years. T h e p resen t study addresses one aspect o f the la rg e r phenom enon o f trilingualism . M ost recent studies on th ird language acquisition (TLA ) have show n several aspects o f how learners acquire th eir third language (A hukanna, 1981; Cenoz and Valencia, 1994; Cenoz and Perales, 1997, 1999; Clyne, C ohen 1989; 1997; E nkvist, 1995; Hoffmann, 1985; Jasp aert and 51 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 Lemmens, 1990; M agiste, 1983; O ksaar, 1979; Singh and C arroll, 1979; Thomas, 1990). O ther studies have focused on the role of the L l and th e L2 o r o f bilingualism in the acquisition o f a th ird language (de G ro o t and Hoeks, 1995; Dewaele, 1998; Duhamel, 1990; G oethals, 1990; Krum m , 1990; R ingbom , 1985, 1992; Hufeisen, 1990, 1991, 1995; Sikogukira, 1993; Valencia and Cenoz, 1992; Yiyun, 1996). A few o th e r studies have concentrated on trilin g u al codeswitching (Labrie, 1991;Litvak, 1986; Stavans, 1992; W illiam s and H am m arberg, 1998); trilingual pragm atic perform ance (M ulam ba, 1991); third language ethnic identification (Rolstad, 1997); crosslinguistic influence in LS (B artelt, 1989; Mohle, 1989; Cenoz, 1999); bilingualism vs. trilingualism in the developm ent o f literacy (Satuito T ena, 1998); and trilin g u al education in the w orld (Cenoz and Valencia, 1994; G onzalez, 1996; Hufeisen, 1995; Lebrun and , 1993; W rig h t, 1997). M any flourishing bilingual com m unities in the w orld, like the Basque country (Basque-Spanish), C atalonia (Catalan-Spanish), o r Israel (Hebrew-Arabic) am ong m any others face new educational challenges as stu d en ts add the learning of a third language (English) to th eir curriculum (Valencia, 1992; A rtigal, 1995; W rig h t, 1997; Hallel and Spolsky, 1993). In the U.S., m any bilingual ghetto-like com m unities in larger cities, like Chicago, New York, M iami, Los Angeles, Detroit, H ouston, have faced the challenge o f providing bilingual education and ESL program s w ith varying degrees o f success. Fortunately, in o th e r cases, some educators have decided th a t trilingualism is a valuable tool for education (see picture l). T h u s m any Am erican bilingual students m eet th e challenge o f learning a third language d u rin g high school o r college. U nfortunately, v ery little research on L3 acquisition has been conducted w ith these populations. 52 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 Picture 1: Trilingual Spanish/German/English Elementary School in Santa Fe, New Mexico. http://mail.milagros.net/community_day/Trilingual_Schule/ M any bilingual o r m ultilingual communities in th e w orld require the effective learning o f third o r fourth languages as p a rt o f th e ir reg u lar educational curriculum . F o r these com m unities, bilingualism o r m ultilingualim is seldom viewed as an obstacle for gain in g literacies and educational success. Bilinguals o r trilinguals in the broader w orld co n tex t are seldom viewed as second class citizens o r handicapped learners w ho need "special schooling" as is som etim es the case in m inority language program s in the U.S. In m any regions o f the world, bilingual and multilingual education are both viewed as stepping stones for future success in life. G erda M ansour (1993) points o u t th a t bilingual o r m ultilingual governm ents value languages as tools for nation building (see picture 2). Y et it should n o t be surprising that m any predom inantly m onolingual governm ents w ith a monolingual educational system , view "one" language as the only logical tool for nation building. M ore than one language is seen as a threat. Fears o f m ultilingual groups and o f a larg e population w ith underdeveloped language skills (inadequate literacy) in the 53 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 dom inant language a re argu m en ts th a t m onolingual-m inded d etractors o f bilingualism use to b o y c o tt bilingual o r m ultilingual education. "in I N.itton.il Web 'jiio Sinh.d-.* Nrtif ape S R I L A NK A eSa —Jdad. miwtomttKaueMMMBnmewu** « iw « m ^ qtgrfj ^ «aaft»di ye£s«eiwa|b(-l cfcgaauan <fedairetan axaog) •r»xStJdt |«saCtH|«>.»aca>aK-)(H9!D ooOitf ssDOodoafias nO^R ooOoda aOjq UdUUl m I a O a M B i a n O jp B$a»so ascAidteBsoxxad; IW.ttl it>'*7Yd* 3' A--**1-y >■* ~‘v‘- ’■L '• §ri a Ly Picture 2: Official 1996 Trilingual Sinhala-Tamil-English National Web Site of Sri Lanka, http://www.lk Research indicatin g th e circum stances o f bilinguals learning a th ird language m ay shed som e lig h t on bilingual education and w ill point tow ards new directions for m ultilingual education. 54• Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 Third Language Reading T h e study o f reading com prehension in a third language has n o t produced a large am ount o f research. L3 read in g has been studied either as p a rt o f LS learning/proficiency o r as an often neglected variable o f L2 reading. M oore (1982) reported th a t "Singapore children who are learn in g to read English as th e ir th ird language seem to read a t about the same level as A m erican children one and one-half years y o u n g er.” T h is level o f achievem ent seem s hard to believe for children who have E nglish as a third language and who have lim ited language contact w ith English. M oore used both individual and g ro u p reading achievem ent tests to measure the children’s reading ability. T h ro u g h random sam pling she had 10 children (6 boys and 4 girls) use the Silvaroli Inform al R eading Inventory (1976). T h is inventory consisted o f graded w ord lists and paragraphs ran g in g from K-8 grade level. She rep o rts some o f the children’s reading behavior: F o u r o f the boys attem p ted to sound out unknow n w ords, b u t tw o made no attem pts, refusing even when urged by the exam iner. All four girls refused to a tte m p t unknow n words. (M oore, 1982, 698) She does re p o rt som e g en d er differences due to distinctive teach er behavior tow ards female students in Singapore. T h is gives an idea o f the diverse educational circum stances in this Asian country. M oreover, M oore acknowledges: I w ould be the first one to adm it th a t the test, norm ed on A m erican children who for th e m o st p a rt were fluent in E nglish, was unsuitable for Singapore pupils for w hom English was usually a th ird language. (M oore, 1982:699) Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 M oore reports th at the fifth-grade Singapore children she stu d ied w ere able to read a t the equivalent level o f th ird graders in the U.S. F o rtu n ately , M oore provided solid background inform ation to g e t a sense o f the m ultilingual (native language-M andarin-E nglish) m ulticu ltu ral educational co n tex t in w hich these children are being brought up and educated. In the U.S., Thom as (1988, 1992) studied the m etalinguistic aw areness o f bilingual and trilingual college readers. As Cox and G om bert p o in t out, m etalinguistic awareness or know ledge is “a subset of declarative m etacognitive know ledge” (Cox, 1994:733) o r “an integral p art o f the general heading ‘m etacognition’” (Gombert, 1992:5). U nfortunately the m ore specific question of differences in trilingual m etacognitive reading strategy use has n o t been addressed in recent studies. T hom as (1988) claims th a t English-speaking students w ith prio r knowledge o f Spanish have an advantage ov er m onolinguals when perform ing activities associated w ith learning French in a classroom . His tasks included m ultiple choice tests and vocabulary translation. B iliterate bilinguals outperform ed m onoliterate bilinguals due possibly to a classroom -developed language aw areness. T hom as (1992) suggested th at some LS learners (m ore often than L2 learners) w ere able to analyze language objectively as a stru c tu ra l system. This m etalinguistic awareness seem ed to be responsible for th e success o f LS learners. T w o other interesting studies are Satuito T ena’s 1988 stu d y o f the effects o f bilingualism vs. trilingualism in th e developm ent o f literacy and Sw ain’s 1991 study o f th e role o f L l literacy in L3 learning. Satuito T ena (1988) looked a t the effects of being biliterate vs. being trilite rate in the developm ent o f LS (E nglish) literacy. She 56 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 2 w as particularly interested in o b serv in g th e proficiency in E n g lish o f bilingual (Pilipino-English) com pared to those w ho were trilingual (vernacular-PilipinoEnglish). Given the m ultilingual educational circum stances in the Philippines, bilingualism is the norm and trilin g u alism is commonplace for a larg e num ber o f students. She found th a t "there are significant differences in th e E nglish literacy skills o f the Filipino first-year high school students with different language backgrounds" (Satuito T ena, 1988:64). A lthough bilinguals outperform ed trilinguals in E nglish literacy skills, S atuito T e n a explains th a t th ere could be a num ber o f reasons for this situation. Bilingual students are m ainly educated through their L l (T agalog/P ilipino). T herefore they develop L l literacy skills, which they can readily tran sfer to their La (English). M eanwhile, trilin g u al stu d en ts (speakers o f one o f the vernacular languages: Cebuano, Iiokano, H iligaynon, Bikol, W aray-w aray, Pam pangan, or Pangasinan) are schooled in a bilingual program in Pilipino and E nglish, their L2 and L3 respectively. T hese m ultilingual children receive th eir education in their second language and very soon are also taking content classes in English, their third language. T rilingual children are deprived o f the opportunity to develop literacy skills in their native language and this could explain why they are outperform ed by bilingual students. G onzalez (1996) points out th a t recent changes in the bilingual education system in the Philippines m ig h t lead to the adoption o f a trilingual education model. Swain (1991) rep o rts th a t L l literacy enhances th ird language learning. F ro m Swain’s discussion it is possible to see how H ornberg’s m ultidim ensional 57 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 continua discussed a t th e begin n in g o f this ch ap ter are relevant in the interpretation o f Swain’s findings: I t appears from this study th a t th e re is an effect o f first language literacy per se independent o f first language oral aural language skills, independent o f general level o f H L£H eritage Language^ proficiency and independent o f th e linguistic historical relationship betw een th e tw o languages. (Swain, 1991:120) H ornberg’s nine continua adapted to a L3 co n tex t include useful dimensions, such as the continua o f oral-literate, o ral-w ritten, sim ilar-dissim ilar languages, L l Ln transfer, m acro-m icro to th e continua o f reception-production and convergentdivergent, L l literacy affects L s acquisition. T h ese dim ensions are needed to appreciate the interrelation betw een L l literacy and L 2/L S literacies o f m ultiliterate individuals. As Swain points out, her findings indicate th a t bilingual/trilingual education program s th a t prom ote first language literacy have m ore chances o f im proving the acquisition o f additional languages. T h ese data strongly support G onzalez ‘s idea th a t a good b ilin g u al/trilin g u al education program should definitely include the developm ent o f L l skills. M ore on the influence o f the L l literacy on the L2 read in g processes will be discussed in the analysis o f the data collected for this study. Isidro (2001) rep o rts to w hat e x te n t skilled trilingual readers in the study (Carme, M erce, and Roso) are aw are o f the m etacognitive strategies they use to construct m eaning. H e rep o rts th a t despite the num erous m etacognitive strategies some readers use in L l, L2, and L s, these readers seem ed unaw are o f any difference in use across languages. T h e se readers w ere aware: 1) th a t certain read in g strateg ies w ere used m ore frequently when reading in a th ird language than w hen reading in a first o r second language; and 58 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 2 2) th a t although E nglish was th eir w eakest language, they could use Rom ancebased vocabulary (from Catalan, Spanish, o r French) to expand th eir E nglish vocabulary by m aking connections and d raw in g analogies and com parisons. N onetheless, these readers reported th a t these strateg ies made third language reading different from reading in their first o r second languages. F o r them : T h e aw areness o f certain reading strateg ies often helps them com pensate for th eir lim ited E F L proficiency and also boosts their reading confidence while reading in a th ird language. (Isidro, 2001: 149) F u rth er research in m etacognitive aw areness o f reading strategies is needed in L l, L2 and L s in o rd er to determ ine to w hat e x te n t students notice th at they transfer literacy skills (reading strategies in particular) from a L l to a L2 o r eventually a L3. 59 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 C hapter 3 METHODOLOGY Overview T h is chapter will presen t the m ethodology used in this study: 1. R esearch approaches o. S e ttin g 3. P articipants *. R eading M aterials 5. D ata Collections Procedures 6. N ature o f D ata 7. M ethods o f D ata Analysis S. L im itations o f chosen design and m ethodology T his study follows up on previous studies investigating reading strategies using one frequent research technique: think-aloud. A fter presenting the chosen setting, participants and reading m aterials, I provide a full description o f the data collection procedures and d ata analysis m ethods. A b rie f sum m ary and some lim itations o f this study are presented a t the end o f this chapter. 60 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 3 research setting, participants, reading m aterials, d ata collection procedures, nature o f data; m ethods o f data analysis and lim itations o f chosen design and m ethodology. S e ttin g Barcelona is a city w ith two official languages. T h e signs in the subways and buses are in Spanish and Catalan. M any stores have signs in Spanish and C atalan side by side. M any stores pick either language depending on the ow ners’ linguistic heritage. T h e re is a major local newspaper, EL PER IO D IC O , th at publishes two editions o f the sam e paper in the two languages everyday (see Image 2: “Catalonia a bilingual society”). T here are many papers, m agazines and books in C atalan and Spanish sold in newspaper stands all over the city. B ilingualism is a part o f the linguistic reality o f Barcelona. T h is does not mean th a t political struggles and changes are n o t continuously g oing on. D u rin g Franco’s dictatorship, Catalan was banned from public use in Catalonia. A fter his death, it reappeared and little by little it has become a language widely used in education, public life, and all sorts o f cultural expressions. As the article in the new spaper, C atalunya societat bilingiie. discusses, politicians, linguists, the media and the people in general are interested in w hat bilingualism represents for the developm ent o f th eir community. D u rin g the last decades, C atalan had been regarded as the language o f an ethnic and cu ltural minority, the C atalans (including those o f the regions o f Valencia, the Balearic Islands and Perpignan in Southern France). D u rin g these tim es it was m ostly Catalans who felt the need to become bilingual (C atalanSpanish), b u t now many more Spanish speakers, usually new im m igrants in Catalonia, are aw are o f the pressing need to becom e bilingual (Spanish-Catalan). 62 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 vMrnaeockOM II Cl t i l l |fINillpt«ia dUIMLMdvCMPSC Catalunya, societat bilingile El rronolrgjisma agressiu de saciois cfeCiU que preteren elminarel cas'£>&da la raicladd pjtjtca i 3 WingCisms mecanfc que ptorteia el PP portan la questti Ungoisiicaa famtit del confide ear «ncont a» r w m gmtnt i mm&a im»**► i x li Of«r£* K iAt* i>xt* WAQjcaa gua*ytten ntoutrsn^ « t a nvmat an d leiov h ^ c c t <4 Ac»« pu&ics 4« Crefcrya. M n <a*v t M t e i flc a* Wifftm* ft^trcAc i ocpfiancal «ui m dncir/a vu centaur to t n r e c n t sore* u iiuxtt. u a i to Mtdco C M r A iiiik H tiv rtirirp a e ie itrg A M iv n> *e ronaatre gae-iit« o n a a r e e i a w ul# aawmaaomirpow rr<M . t r t a fta o ret Ct a w tt a sco M ts a t a a w w pcito* mcrtrai tn earawt. d r w W u a C&tatr rv* (Mrs oom nctors a iteto h ara. eve «e « r mss cru at ■a rtpecrt** oa <ca » n i «CU * fV) owa. ec»i ccuasemrt «n bure6 odeksanre teata te cants Mtttw •a ffartvrsre x. on fc aaVtdO t o U tarr tofriUL r a c e oa a m osss <*** «n # a i M a toC suftxia. iawe w ear**afrretfttpsSV noO ' kit a t asas a t t t ire m e G oitre «a m ire s «wa a to u ffro-a. a <*j>et can at ost r*e» iaGo>awoiCU<fr«yortwrjaceaBiad»tt *vt3«?6 mass* ccm la ncsea os PI* s*aurctf •Ai(KUirwjnr««d»t>(r(Mnttfltx2nciv‘*«» ia; tort ttsm cto Or to om/w»areavcawcetM> i£A Mm&L tu tt tfrxusi <u» eawwa tare irgts&e oc tcnen,-at ae ov^ron> a cottn c s sicv*ncxaiadre.MVACiginfrreea(]»6aru QdreanauacefrerR&KgreraanrMtM^ 6^ iQjRt Kma. cun en etc. ca h_‘r»*=v a la m* la r*» f c rtr re in g f l a i c a .O iM t a « W J c m J ic O .to f r lueun «itotoM ton£toM fr9*a«% *r«ecv u x t a?a* mJQr Qome«m6 >«a te n r o s j i , &flr6ft>nuiA.*M»m«*e»ajiP«itcres«,an»craiv* tog b pooaaa an Cl w*arto»>I«yto m yew u i tm e rc :w a ttt o o a picka r>«tf>reooruh^ aa o f Oc*on oa c u a.'^nmntrt cmun freer trvtar »a oaxuonr mccartc I irr»t«vi a .p ? ctrris own » ie^cas m cn f « s . B d r itxrwd o a « x * u cava cnov an roaoa g j to ds c u i *1iMtiealirre con******, ow m sort rcemeaa an n tf u u t a i umQwiaa t D un m rartntetvnaa a asta arewucrt par ire i» cue* i r a d n f ^ ea a aa OA ce let d rocTcaorara <fei Cttttl to * t ln > a BrccaoBCGsis*a.oca»acnsniatommcM* latsrovaAraosBaaa^wMnea.aerutdoarKl Bfrad • r e m u a stuaeerc ea centos I ea uwxafi«ytda c o » re m wtCaus/^ra cei w a ccm a t Hut duudmt wdatqua t p i o* irgCA.aro«crw«aneao|dUOiicaugi4Meu»r oa^niic*anjuiiue»«atenflBacfrtcaite9Gra> nmod<*v»moJXnl•'niuwica<Mrau*aaa. cwiureu-raurweaiircadiemanafinvaieia Picture 3: “Catalonia, a bilingual society: CiU’s Qa C atalan political p arty ] aggressive m onolingualism which aims at the elim ination o f Spanish as a language for the local governm ent ancl P P ’s [[another political p a rty ] ideas of bilingualism both make linguistic planning controversial." [[The translation is m ine.] T he linguistic duality is presented to the visitor everywhere and in many forms from the labels of food products to the politicized graffiti on the street walls (see picture -t). “Bilingualism is freedom: Catalan - English" is a quote I read on a wall in downtown Barcelona. This phrase expressed a strong dislike towards the dominant Spanish language by leaving Spanish out of the expected duality (Catalan-Spanish). A fter checking with experts, I was told that the quote was taken as a reminder of the linguistic oppression that some members of the Catalan-speaking community felt 63 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter S when Spanish was the only official language. In their opinion, "bilingualism" was in itself not a problem, nor was it English as a dominant international language. Unfortunately rather than thinking: “Trilingualism is freedom: Catalan —Spanish — English,” the message seemed to target Spanish only. T he reason is that Spanish, the language o f the majority o f the population, was now being targeted as “the language o f oppression" by militant Catalan independentists. Despite the many advantages ofSpanish-Catalan bilingualism, language dominance/oppression remains a controversial issue in Barcelona. Picture 4: “BILINGUALISM IS FREEDOM: CATALAN-ENGLISH": bilingualism in Catalonia remains a highly politicized phenomenon. 64 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 3 As fu rth er evidence o f the political volatility o f th e language issue, the original graffiti on th e wall had been altered. Som eone w rote the Spanish w ords on top o f the C atalan ones: bilinguismo on top o f bilingiiism e (m aking the e look like an o) and libertad on top o f llibertat (making the final “t” look like a “d"). Notice the symbol “N Y ” on the right, which represents the C atalan version o f the Spanish N in Catalonia. Before I cam e to study third language read in g com prehension o f bilinguals in Barcelona, I knew little o f the socio-political linguistic tension here in the streets. T his tension has been reflected in language education in Barcelona. Bilingual education has been undergoing a com plex process o f implemention d u ring the times the participants o f this study were g ro w in g up. As examples o f the variations in th e bilingual curriculum o f the participants in this study let us note th a t while Sergi, N uria and Pilar had many m ore years o f sim ultaneous education in both Catalan and Spanish (from 12 to 17 years), M erce, Carm e and Roso had many m ore years o f education in either Catalan o r Spanish (from 5 to 10 years). T h ere are th ree basic types or models o f education in Catalonia (Vila, 1996): 1. Schools w ith instruction (mainly) in C atalan. 2. Schools w ith instruction (mainly) in Spanish. (In both cases, Spanish and Catalan have a legal m inim um o f classes in language a rts and language use established by th e Catalan governm ent.) 3. Schools w ith instruction in both languages. As V ila explains, these are not m eant to be taken as stric t clear-cut school models “b u t ra th e r as th e result o f tension betw een th o se —individuals, schools, etc. —spearheading th e spread o f Catalan in the educational system and those lagging ii i 65 ! j Reproduced with permission of the copyright owner . Further reproduction prohibited without permission. Isidro —Chapter 3 behind due to professional, ideological, practical, o r personal reasons (Vila, p. 117).” T his explains w hy the six readers in this study have such varying degrees o f education in C atalan and Spanish. Vila adds "(t)he three models stand as noth in g more than the simplification o f a continuum w here opposing trends and tensions have th oroughly transform ed the landscape o f the Catalan educational system d u rin g the la st fifteen years” (p. 117). A nother im portant aspect to consider while learning about the linguistic educational picture in Barcelona is the c u rre n t im plem entation o f bilingual education at the college level. A t the time o f Franco’s death in 1975, no classes w ere officially conducted in C atalan. By 1997, the picture had changed dram atically. A U niversity of Barcelona stu d en t publication reported th at 62 percent o f all classes w ere being conducted in Catalan. 66 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 3 ' \ l - •B COMUNICACIONS El 62 % de les classes es fan en catala StfOft* d esbdi sc ttt * ttm*. tUbovtt e«t Servo <* U*>(ti4 Cttiant arrt didcs daf a f i 1 9 9 W 6 .» k* UB. S2J%deiticlassess’mwrerwnmcAjtt. tmOwtAcr* rent ifl.2 ptfTC ir o e iic a o a i 199293. ftr graari *g4C4. «b rcsu uu «s picsarCcn p«f •numy* «mna i Andoueri efs centres «dicntt t «$ troernm em y o u . e mes in a s elessflcjocm per cemrev ctpertt<r<nts i <*t*CAv qwt a sT\»*n fet «n 3 reals jrtsnors. L'tstua n« «*ut tfnpdut C* VcerKtvat de ReUoom tawuaonJitPoUca t*ifijk&C4 >**4 tel ime a c d joorac e <m \ caps tfntudi. de a s c o m m de normatexio trqus&cj das cenoes » deH piestdents de a s coraucns aoadtm«Ml de a s dwsttf*. rtf-tcar i corciatar U rfarm x*. becars de 'cs cofltacfts de nonufcvabd Wv ( v so c i de c a t c tf t e h«%oMerval dncfament te terftu ea « e tfrcarttfl les t i i s s e v . 0 7 t o * nxsTa gue a Oms* « r* m*» doeenoa en e*att e s la oe Cencas de rtducjoo. a r e un 80,2 V ie*mja twr ta e» Cencas Eipervtentafe • Metemeao*v a r e u i 76.SV Per cortra, a Oms« ane i r pvctnUCgc es U dr Cam as ^ t ik u c . iu n o tM M t i Socws. on un 1 7 A \ o * U deeenca es ts en cataO. GtgtofiJ ts rensensanent in * me* classes an c ataU. u» UtwfbHhdd#bM«tccor<(Tw1OQCuTtatrxa).ir*i*«gut descent)rg« r ftr d oe cU tttt en eauu 6 s el dr rEscoii Urr«*nf*tf (fWvmtfti S*d Jojr>d»0*u. jmdun57.9%. •1 Elimwnlwl wMcU%erdm*nIddocirc*nnbd < m \ 1991-92 niiW«Mt < #4 &a «s pf«vmc»m 4 oiolcs&crit «n qura t m t u mpartM I n cU ut*. El cw s 1992-93 ts « l«f h j k tsnM a « «mth4 i*% s u M i d«dts oo&riuocs 4 pjtti dt r&tirvacK} ddccu dels in p s dt dasse . 94>9S .s«|udadEducJC *M ifM .am e«9l3U . Aratre •Mem is u tnves&CK* i Tecraaies de W t it. a re nam*» * 2 33 K Pel 9 J t te a s centres, tb s tt u r t iU is tm d* 94,9 % de U F x r t it de Gedo*i4 a 31.6 X d« fCscofe Urr<ervuna tftuuds Emaesenbs. Aojents irfro per cm> tr«s paten idactturse dmb les de fcdrt n t u i tel i« e s 1992931 m aira o a aesJicrev cs w«i tccodr « s dales p*» centres ■no per ercenyamefCs. co tt sue pet atait* l w C«ramcm rexicutud t t 'a csmwracb. Son nuion* w ca*> tres cue t m oaementai fib det c x a e to ta dccenoe. • a jtn s das t ie n c e s mes dtsucao sen PwJ4*«t?u tifui 6C.4 %a tii 7 1 ,1 V <fEscou Uffttrstttn* oe Formac* ca Ptilcsscu t <ftG8 C3 S9.1 % I un 54.1 \ l tn Ms emc^tatrcrts orcpts. tes ufres osc4 k n * m s t el ICCS : i doctncu «n cjLM3 4 Eniayena G«*Ci< 1 a 3 3 J \ 4 rrm m ac* Pnvsde 1 a CrmwyotM *Pcaoca CnmraL C< tots tis cenues jdtens. dcs rtpdrttaen t« es tes co s ses <n ucaa r tsc r j Urr«ersiUU JMre 9aines >r£sc<M Picture 5: "62% of the UB classes are being conducted in Catalan." [[The translation is mine^. Spanish and Catalan are both romance languages. They have close ties and they have shared boundaries since the Romans arrived in the Iberian Peninsula in two centuries B.C. (Sanchis, 1992). Like Portuguese or French, Catalan has many similarities with Spanish because all Four languages have Latin as a m other language. However, Portuguese and Spanish developed from a more classical Latin than French and Catalan, which developed from a more evolved version o f Latin. T he similarities are more noticeable in w riting than in oral speech. T h e Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 phonological system in Catalan and Spanish are quite distinctive. Because Spanish is more widely used in Spain, alm ost every Catalan speaker understands Spanish (Castillian or Latin American Spanish). T he opposite is not true. Spanish speakers do not always understand Catalan unless they have some sort of instruction or prolonged exposure to the language. There are phonological, semantic, syntactical differences as well as a strong sense o f belonging to Spain or Catalonia with a strong sense o f national identity. Catalan is spoken in the N orthw estern regions of Spain on the M editerranean Sea. D uring this century, Catalonia has witnessed th at massive immigration o f Castilian speakers. Due to the official represessive policy against the use o f Catalan, this population was not required to linguistically accommodate to the host community. As a result, Castilian is today know n by alm ost all inhabitants in C atalonia, but a significant m inority cannot speak Catalan. (Vila, 1996, p. 3) Participants Participants in this study were six ( + graduate and 2 undergraduate) Spanish students enrolled in the Catalan Linguistics D epartm ent at a very prom inent university in Barcelona (97-9S). I received permission from the departm ent to work with the students before arriving in Spain. W hen I arrived at the departm ent in Barcelona, I sent a memo to all twelve graduate and undergraduate student research assistants asking them w hether they would like to volunteer their participation in a study on reading for the academic year. Six students contacted the researcher to volunteer for the study. All o f them met the following criteria: Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 • They were highly proficient speakers of Catalan and Spanish. For five of them their first language (the language spoken at home) is Catalan and their second language is Spanish (the majority language in Spain). • They received school instruction in Catalan and Spanish in one of the variations of the models o f bilingual education in Catalonia (Strubell, 1996). See Table 2 below. • They were acceptable readers of English as a foreign language as determined by an informal evaluation conducted by the researcher and by a self-evaluation by each of the participants. See Appendix C. They have been reading in English on a regular basis for the past year as part o f their university work (an average o f one or two articles per month). Although these students did not have the need to take a standardized English proficiency test such as the T O E FL (US English) or Cambridge Proficiency Exam (British English), usually required for admission to U. S. or British universities, they all had passed the regular intermediate English courses at their university. For a period o f seven months, the researcher conducted research on reading with these six volunteers. They all agreed to read three folk tales and to volunteer their participation in this study (see Indiana University —Informed Consent Statem ent Appendix A). Four o f them (Merce, Carme, Nuria, and Sergi) were doctoral students and two (Roso and Pilar) were seniors (their real names have been changed to protect their confidentiality). Five of them were females and one was a male: Sergi. All o f them were outstanding students who held research assistantships under the close supervision of professors in their departm ent. They spent from ten to tw enty hours a week working at a small research computer room located in the Catalan Linguistics departm ent offices. 69 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 3 D uring the first month, I met w ith all o f the participants and asked them to complete three questionnaires (see appendixes B, C, and D). W ith the information obtained through the questionnaires, I was able to compile key background factors on these readers' educational/linguistic backgrounds (see Table 9). After the table, each participant will be described in more detail. Table 9 Description o f readers* educational/linguistic backgrounds Age Socioeco nomic back­ ground * Native language / second language Parents’ native language School years in Catalan School years in Spanish #* School years in English as a FL School years in French as aFL School years in other language M erce Carme R oso 21 Sergi Nuria 25 Middle class 24 Middle class Catalan/ Spanish Catalan Middle class 24 Middle class 23 Middle class 24 Middle class Catalan/ Spanish Catalan/ Spanish Catalan/ Spanish Catalan/ Spanish Catalan/ Spanish Catalan Catalan Catalan Catalan 23 Catalan (mother) Spanish (father) 17 21 20 21 6 2 4 14 17 12 3 7 6 13 7 9 5 3 Picked up 2 French in Llivia 0 3 0 0 1 0 0 15 (P o r tu g u e s e ) 1 (Italian) Pilar * All o f the participants had a steady income (their assistantship paid for some o f their school expenses) but none o f them relied on this income to fully support themselves. M ostly their parents supported them. 70 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 ** Although all participants went through at least 19 years o f formal schooling, the number of years for Catalan and Spanish varied from reader to reader. Most o f them started school around the mid seventies after Spanish dictator Francisco Franco died in 1975 . Shortly after Franco’s death, most m inority languages (Catalan, Basque and Galician) were allowed to be legally used in schools in Catalonia, the Basque Country and Galicia. Merce Merce was a very hardworking and responsible Catalan linguistics doctoral student in her mid-twenties. She was raised bilingually and she received her education in both languages. W hen we talked about learning foreign languages, Merce described her experiences (English and French) as very new experiences. She did not think that she had had any advantages in learning another language because she was bilingual already. According to Thomas (19SS), a bilingual person has the potential to develop some heightened awareness that helps him /her approach the process of learning a third language. However, this process does not seem to be automatic. It is a common belief that a bilingual person can easily learn a third language because this person has already experienced second language acquisition (a language different from the mother tongue) before. However, this apparently was not accurate in Merce s case. Merce spent two years o f kindergarten in Catalan, then Five years o f elementary school in Spanish, three years o f middle school in Catalan, and five years of bilingual high school (See Appendix B). After that most of her college years were conducted in Catalan. In total, M erce received 6 years of her education in Spanish and 15 years in Catalan. She learned to read in Spanish first and in Catalan shortly afterwards. Her mother tongue, as she told me, was Catalan and she was highly Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 3 proficient in Spanish. She described going back and forth between each of the two languages as an effortless and unconscious process. She studied French in high school for 5 years, and E n g lish in a private language school for 3 years d u rin g college. She also studied H ebrew and Romanian for one sem ester each as an undergraduate student. H er reading skills in both French and English were quite fair and she was capable o f conducting research in these languages at the graduate level. She frequently read articles in E nglish for her academic work. She felt th at she had stro n g reading skills in E nglish and French. Table 10 Merce’s Language proficiency* Writing Listening Speaking Reading comprehension comprehension Excellent Excellent Excellent** Excellent Catalan Excellent Excellent Excellent Excellent Spanish Elementary Fair Elementary Elementary English Good Elementary Fair Good French * Each participant self-assessed his/her language skills (elementary, good, fair, and excellent). In the case o f English, the researcher confirmed this assessment during some informal conversation exchanges during the first month of the study. ** T hey were given the four options for self-evaluation (excellent, good, fair and elementary). C arm e Carme was a very lively Catalan linguistics doctoral student in her mid twenties. She seemed very eager about learning English and when she talked about her English gram mar lessons, she seemed to be very interested. Although she was very good at speaking English, she preferred speaking Catalan during our interviews. She had studied French for three years and English for seven years. She also had been to France and England for short language courses. M ost o f her education had been conducted in Catalan (See Appendix B). Nonetheless she considered herself a fully bilingual, bicultural, and biliterate person. 72 permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 3 M ost of her elem entary school years were conducted in Catalan but she always had a Spanish language and literature class. During her high school years, she took an average of *0% o f her classes in Spanish and the rest in Catalan. At the time o f this study, Carme was taking advanced English grammar and conversation classes at a local private school. She described her reading and listening skills in English as quite fair. She was used to reading articles on linguistics in English for her doctoral classes. However, she did not consider herself a fully trilingual person. Because she had been brought up bilingually, biculturally, and was biliterate, her standards for language proficiency were high and she did not think she had accomplished that in English. D uring one interview, she said that participating in this study had made her aware of her reading comprehension processes. Table 11 Carme's Language proficiency Listening C. Catalan Excellent Excellent Spanish Good English FaiiFrench Speaking Excellent Excellent Elementary Good Reading C. Excellent Excellent Good Fair Writing Excellent Excellent Elementary Good Roso I QRoso]] can read in Spanish, Catalan, English and French very well. I am fully bilingual and biliterate in Spanish and Catalan. I am not very good at speaking English but I can read it. My French is pretty good. I picked it up on the streets o f Llivia, my hometown. I practiced it often when I used to work at a shoe store during the Summers. M any o f my customers would speak to me in French. I don’t think that I am particularly good with languages. It's ju st that here Qin Llivia^ you grow up hearing Spanish, Catalan and French in the school and in the streets. How can you not learn them? QTaken from Roso’s exit interview]] Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 3 Roso was a very busy senior in her early tw enties. She considered herself fully bilingual, biliterate, and bicultural. Her interview s were conducted mostly in English. She was very eager to speak in English during many of her interviews. At times when she did not know how to say som ething in English, she gave me the Catalan term or phrase. W hen I gave her the translation, she immediately repeated the new word a few times. She told me that she had taken two EFL teacher education classes in order to teach children at the elem entary school level. She was planning to go to England the following year. In fact, the following year after she graduated in 199S, she left for London for an extended stay. After three years of Kindergarten in Spanish, she had three years of Catalan instruction in elem entary school (see Appendix B). After that, she received bilingual education in Spanish and Catalan for approximately eight years. She completed an elementary teaching degree before she started her undergraduate work in Catalan linguistics at the time o f the research (this was her second degree). She grew up in the Catalan-speaking town o f Llivia three hours away from Barcelona on the French border. Because she lived very close to the French border, she had acquired spoken French as a third language as a child and she said she was much more comfortable with her French than w ith her English. At home her father spoke Spanish and h er mother spoke Catalan. Also at home, they were able to watch T V in Spanish, Catalan and French. T a b le 12 Catalan Spanish English French Portuguese Listening C. Excellent Excellent Good Excellent Good Speaking Excellent Excellent Elementary Excellent Good Reading C. Excellent Excellent Good Excellent Good 74 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Writing Excellent Excellent Good Good Elementary Isidro - Chapter 3 Sergi Sergi was one o f the two male research assistants in the Department and the only one in this study. In general, he was a quiet person who seemed to be very involved in his research project work most o f the time. His interviews were conducted in Catalan because he said he preferred to express his ideas in Catalan. He was very w illing to participate in this study, which had intrigued him when he asked other participants about what went on during the think-aloud sessions. When he found out that many o f his friends were gettin g involved in this study, he decided to volunteer his participation. He told me he would be willing to go through “the experiments,” as he called them. W hen we started meeting for the study, he was very outgoing and ready to do the reading aloud sessions. He was always very involved and extremely insightful in his comments. He spoke in Catalan during his interviews and thinkaloud sessions. Sergi told me that he learned Spanish once he started attending kindergarten. He said he remembered his Spanish was not very good and that it took him some time to improve it. W hen I asked him about his Spanish proficiency he hesitated about his speaking abilities specifically his pronunciation. Because he speaks Catalan, he thinks his Spanish does not sound like the Spanish spoken in central Spain. He told me that he had learned to read in Catalan before he could read in Spanish. (See Appendix B). Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 T a b le 13 Sergi’s Language proficiency Listening C. Catalan Excellent Spanish Excellent English Good Good French Elementary Italian ______________________________ ___________ Writing Speaking Reading C. Excellent Excellent Excellent Excellent Excellent Excellent Good Good Fair Good Good Fair Elementary Elementary Elementary Nuria Nuria was studying English during the time this study was being conducted. She spoke in English with me most o f the times. She liked to speak in English and she was very confident speaking it. However, when she spoke, she kept saying her English was not good enough. She was very eager to help me in my research and she did not mind the meetings and sessions we had over the months. She said she used the opportunity to practice her spoken English. She had private English lessons and she read fiction in English as assignments for her classes. She had been raised speaking Catalan at home. She received a bilingual education Catalan-Spanish for IT years. Only during the three years o f Kindergarten, she had her education in Catalan. She spoke a Catalan dialect from the Balear Islands. Although she had studied French too, she said she did not use her French very much. She said she enjoyed speaking English more. She was aware that learning English was an important addition to her academic skills in the university. Nuria was very aware o f my research and she frequently raised the issue o f my intervention as a researcher, because I videotaped all the participants during the think-aloud sessions. She thought it was important that she gave her insights about reading. 76 permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 O f course, reading is a very obscure phenomenon that we can’t study in depth. If you’re reading at home maybe you can notice and tell yourself, you are not understanding or that you reread a part. But if you have someone in front o f you, o f course, it is not natural. T he camera and the tape recorder always make you feel out o f place, shy. I don’t know. [Taken from Nuria’s exit interview.]] O f the six participants, she had had the most years o f simultaneous bilingual education. In fact, apart from the three years in Kindergarten when she was taught in Catalan for her school years, she had had approximately SO % o f her instruction in Catalan and 20 % in Spanish. At the time o f the study, she was a senior majoring in Catalan linguistics. A year later, she came to the University o f Illinois’ Summer Linguistics Program in Urbana-Champaign, Illinois, in the U.S. By that time, even though she was worried about informal spoken interactions with Americans, she said that understanding the lectures and keeping up with the readings were no problem at all. Table 14 Nuria's Language proficiency Listening C. Excellent Catalan Spanish Excellent English Fair French Good Speaking Excellent Excellent Good Elementary Reading C. Excellent Excellent FaiiFair Writing Excellent Excellent Fair Good Pilar Pilar was a very busy doctoral student. Besides her doctoral studies, she was always involved in extra-curricular activities in the department as w ell as completing her research responsibilities at the university. She mainly attended her classes during the day and she came in late in the evenings or weekends to fulfill her research assistantship duties. Her professors seemed to be very satisfied with her i i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 performance. Because she was interested in practicing English, she decided to speak in English during her interviews and sessions. Pilar had stro n g convictions about the use o f her mother tongue. She had the strong conviction that Catalan needed all the support it could have to rejuvenate and to regain its importance among the languages o f the world. Because Catalan had not been given social recognition in the past twenty-five years, she strongly advocated for the use o f Catalan in all social/educational contacts in Barcelona. Because the m ajority language in Spain is Spanish, most Catalan speakers feel compelled to switch to Spanish rather than continue speaking in Catalan when talking to a Spanish speaker. But for Pilar, this was not the case. She said she spoke in Catalan to everyone all the time unless people did not really understand. She studied English for 9 years and she also studied French for 3 years. She was an avid linguist who enjoyed learning languages and who was especially proud o f her mother tongue. She said she enjoyed talking in English. Pilar also preferred to conduct her interviews in English. O f all the participants, Pilar was the hardest to get a hold of. She was always coming in and out o f the department, running errands, going to classes, and leaving early for extra-curricular commitments. Besides being busy, she was very outgoing. She sometimes called me at the last minutes to cancel or reschedule her interview's or think-aloud sessions. At some point, I thought that she perceived these meetings as work that she would rather not do. I always made it clear th at she was free not to continue in this study and th at she did not have to participate in the study if she was too overburdened with school work and personal life issues. She, however, did not withdraw from the study. D uring the times we met and talked, she 78 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 3 was always very enthusiastic and w illing to participate in this research. But it was obvious that she had time limitations and that she acted rushed during the sessions. T a b le 15 Pilar*s Language proficiency Listening C. Excellent Catalan Excellent Spanish Good English Good French Speaking Excellent Fair Good Good Reading C. Excellent Excellent Good Good W riting Excellent Fair Good Good The Researcher T he researcher had traveled to Barcelona specifically to conduct this research study. He had not previously been to Barcelona or Spain before. He spent approximately a month gettin g adjusted and settling down in the Catalan Linguistics Department and before he started the study. He studied Catalan for a year before goin g to Barcelona. Because the researcher speaks fluent Catalan, the native language in Barcelona, the participants participated in this study without feeling that they needed to have mastered spoken English, their third language. Reading Materials Previous studies had used narrative texts as reading materials for their research (Black, 19S6; Jimenez etai, 1996; Li, 1996; Walker, 19S2). Due to time constraints posed by the readers’ busy schedules and previous experiences in a pilot study conducted for this research, the researcher decided that reading complete tales would be the most preferable reading materials. In this way, the students were able to read a complete piece o f narrative and they were able to relate their previous reading experiences o f tales with the reading o f the three Russian tales chosen for this study. T he three narrative pieces that the six participants read were 79 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 translations o f three tales from Aleksandr Nikolayevich Afanas’ev’s collection o f Russian folk stories (see Appendix F). The stories, o f a similar length (approximately 400 words long), are very well known in Russian literature. I selected this collection after doing a library search for folk tales and deciding that it would be an unknown series o f tales o f a popular literary tradition that would be unfamiliar to students in Barcelona. I asked several students from Spain and they all confirmed my opinion. I selected folk tales because the readers would be able to finish reading in short periods o f time. I was concerned that these readers would not have the time to read longer pieces or extracts from novels or longer stories. Initially, I decided to use narrative texts because these kinds o f texts have been used in the previous studies on reading strategies Later on, I reconfirmed my decision because narrative texts are very likely to have a solid cultural content. If the readers are unfamiliar with this content, reading becomes harder and the need to use reading strategies increases visibly. T hese Russian tales contain fantasy adventures in which dragons, witches, the sun, magic, good and evil are part o f the everyday. The readers did not have to have background knowledge to make sense out o f the tales. T he three selected texts were written by the same author, belonged to the same literary tradition and genre, and were approximately the same length. Based on these shared features they were used to compare the participants' reading strategies used in three languages by utilizing a series o f think-aloud protocols. Afanas’ev was a Russian lawyer who spent an enormous amount o f time doing research on several folk tales from the Russian oral tradition. He investigated 80 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 several variations of the tales and finally decided to write his own versions. W hen he concluded w riting them at the turn o f the X X century, he had accumulated some 400 tales. He is in many senses the Russian equivalent to the German brothers Grimm. In the same way that German folk tales originated in the collective minds o f their story tellers, Afanas’ev’s tales were one version of many similar versions available in small towns and cities in Russia. T w o o f the tales used in this study were taken from published translations in English and Spanish. The third text was professionally translated from Spanish into Catalan for this study by a native Catalan speaker with a college degree in Catalan Language and Literature. T he translation was checked for accuracy and style by a second native Catalan speaker with a college degree in Catalan Language and Literature. During the study, all o f the participants confirmed that they were not familiar with these Russian folk tales. The three tales are: 1) “La bruja y la hermana del Sol” (Spanish for “T he W itch and the Sun’s sister”), 2) “T he three kingdoms,” and 3) “El nen prodigios” (Catalan for “The magic boy”). T he first o f these three tales relates the fantastic adventures o f Ivan, a young Czar in a Russian kingdom. The evil character is his sister the W itch and the good character is his protector the Sun's sister. T he second tale is about three sons and their fantastic adventures while looking for wives. The youngest o f them, Ivashko, overcomes all obstacles and finally gets each o f them a wife, despite his brothers’ treachery. 81 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 The third tale is about a rich merchant’s boy who has magic powers and is abducted from his bed by one o f the merchant’s servants, Fedor, as a baby. T he boy fulfills all Fedor’s wishes till he finds out what Fedor did to him, and then the boy punishes the evil servant. In a pilot study I conducted in 1996, a more proficient multilingual reader and a less proficient bilingual (English-Spanish) reader reported that they were both able to verbalize their metacognitive thoughts as they read in three languages. According to these readers, they would have felt very constrained if they had to wait for predetermined stopping points before they could verbalize their thoughts. O r vice versa, they would have been concerned if they did not have something to say at a predetermined stopping point. T he participants were provided with legible photocopies o f the short stories. They were told they could write on the texts if they wanted to. However, none o f them did. Data Collections Procedures At the beginning o f this research, I provided a training session for the thinkaloud procedures. D uring this training session, the participants were informed of the purpose of this study and they were instructed as to what they were expected to do during the think aloud protocols (see Appendix E). Table 16 shows the approximate timeline that was used to collect the data. Given the students’ busy schedules and my anticipated time in Barcelona, I paced my research so that I could do at least a session per month. This schedule worked w ell with most o f the readers; due to their previous work and school commitments, they could not always meet me for the sessions during the same weeks. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 3 Table 16: Tim eline (November, 1997-Mav, 1998) 4th month 1st month 2nJ m onth 3rd month February November December January Researcher arrived in Barcelona and the recruitment o f possible participants begins. Research officially begins: initial interviews with questionnair es. On-going observations and informal interviews Informal interviews. English text Think-aloud session Think-aloud training sessions. Spanish text thinkaloud sessions. 5th and 6th months M arch and April Informal interview s. Catalan text think-aloud session 7th month May Research ends: exit interviews . Researcher finalizes data collection. ... T here were six major formal meetings (two interviews and four think-aloud sessions) with each o f the participants during this time. A summary of the data collection procedure is shown in Table 17, followed by a detailed discussion of each of the three major meetings. Table 17: Summary o f Data Collection Procedures Purposes 1. Sign Human Subjects consent forms 2. G ather the participants’ background information by filling out three questionnaires. 3. Ask them whether they were familiar with or had read the three Russian folk tales. Purposes 1. Provide the participants with an opportunity to familiarize themselves and practice the think-aloud method while reading. 2. T riangulate think-aloud responses with post session responses. Purposes 1. Give them a quick refresher o f the think-aloud method. 2. Obtain data collection from their reading o f a tale in Spanish. 3. T riangulate think-aloud responses with M eeting One Initial interview (audio-taped) M eeting Tw o Think-aloud training session (video-taped) M eeting T hree Think-aloud session with Spanish text (video-taped) S3 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 3 M eeting Four T hin k-alou d session w ith E nglish te x t (vid eo-taped) M eeting Five T hin k-alou d session w ith Catalan te x t (vid eo-taped) M eeting Six E xit interview (audio-taped) post session responses. Purposes 1. Give them a quick refresher o f the think-aloud method. 2. Obtain data collection from their reading o f a tale in English. 3. Triangulate think-aloud responses with post session responses. Purposes 1. Give them a quick refresher o f the think-aloud method. 2. Obtain data collection from their reading of a tale in Catalan. 3. Triangulate think-aloud responses with post session responses. Purposes I. Triangulate think-aloud responses with exit interview responses. Table IS presents the times that each reader required to finish each reading session. Although they all followed the same reading order for the texts: Spanish, Catalan and English, their reading times varied due to individual differences. T ab le 18 T im es that Each Reader T o o k to Finish a T ex t. Initial Interview Spanish T ex t English T ext Catalan T ex t Exit Interview T otal number of minutes invested Merce •±5 min. Cartne 40 min. Roso 39 min. Sergi 35 min. Nuria 40 min. Maria 42 min. Average 40 min. 31 min. 28 min. 25 min. 24 min. 31 min. 32 min. 2S min. 4-1 min. 43 min. 44 min. 3S min. 39 min. 35 min. 40 min. 20 min. 19 min. 25 min. 19 min. 23 min. IT min. 20 min. 23 min. 20 min. 22 min. 25 min. 19 min. 21 min. 21 min. 160 min. 150 min. 155 min. 141 min. 152 min. 147 min. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 As it can be observed from Table 25, the longest session was the reading session for the English version o f the Russian tale (average 40 min). The shortest session was the reading session for the Catalan text (approx. 20 min). This was true for all six readers with Merc£ and Roso spending the m ost time in these sessions. These time ranges seem to confirm with the overall impression that Merce and Roso were quite involved in this research study. They showed than reading in their m other tongue is a much faster process that reading in their L2 and Ls. It is im portant to clarify that the reading time ranges varied because the readers read individually and not as a group. Because of these varying times there were many situational variables that were not accounted for, such as outside noise, willingness to talk the researcher more freely, off task comments. T he order in which they read the text T h e readers read the folk tales in the following order: Spanish, English, and Catalan. I preferred to have all six readers read in the same order to maximize the consistency o f the readings. I could have arranged the order in which the readers read the tales in such a way th at no one single language could have been favored. However, using a complex combination of orders could have generated several variables that would have needed to be accounted for in this study. To mention a few variations, the combination of the participants’ reading differences and their varying language proficiency levels (lowest in English) could have predetermined their strategy use. Because every reader would have had a different reading order, there could have been individual differences dictated by one o f the six possible reading orders. In order to compensate for such a bias, at least twelve readers Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 3 would have been needed. In that way, I could have compared at least two readers’ performances w ith the same reading order. However, given the specific time constraints in this study and because I was interested in focusing on describing individual differences, I opted to use a fixed reading order for all o f them: Spanish-English-Catalan. T h a t is, they read in their second, third, and first languages. Nature o f Data Think-aloud protocols have been widely used to elicit cognitive and metacognitive data in reading. The studies previously reviewed in chapter 1 supported the use of this method as a tool to examine cognitive and metacognitive strategies. These protocols have been also used to obtain information on higher level cognitive processing during problem solving tasks in the sciences and other academic activities in school settings. In the case of reading, think-aloud protocols basically consist of asking a reader to verbalize her/his thoughts as they occur as the person is reading. There are some variations to this method. For example, some researchers mark stopping points in which readers are supposed to interrupt their reading and make comments about what they were doin g/thinking as they are reading. O ther researchers prefer to leave the decision o f when to stop to the participants. Some researchers ask their participants to w rite up their thoughts after they have completed reading the entire assigned text. T he data obtained for this study consisted of the readers’ verbal responses as they were reading three folk tales (see table 19). These data were initially videotaped. T he responses were translated and transcribed and compiled for analysis. 86 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 Table 19 Data Collection (Preview) Type o f Data Participants’ think-aloud responses W hy were data collected T he data were collected to identify similarities and differences in L l, L2, LS reading. W hat the data looked like Participants’ responses were classified into units o f analysis. These units were then categorized for comparison across reader and language. M eth o d s o f D a ta A nalysis In this study, the strategies used to construct meaning while reading a text were considered cognitive, while reading strategies used deliberately to confirm, clarify or improve comprehension were considered metacognitive. The data collected were analyzed in two stages in order to address the following two specific research questions in this study: • to examine the metacognitive reading strategies that six competent CatalanSpanish-English readers use while reading culturally unfamiliar narrative texts in their three languages, and the difference in strategy use across three languages; and • to investigate in particular how skilled trilingual readers deliberately use reading strategies to construct meaning when reading in English, their least proficient language. Stage one consisted o f reviewing the readers’ verbal responses collected during the think-aloud sessions by sorting them into several categories o f reading strategies. The purpose o f sorting the responses into categories was to separate cognitive and metacognitive strategies used in Catalan, English, and Spanish. Because the difference between metacognitive and cognitive strategies is very subtle, the distinction was made clear in the specific reading contexts/circum stances in which these cognitive and metacognitive strategies were used. ST Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 Stage two was to investigate how the readers used their metacognitive reading strategies in order to deliberately improve comprehension. These reading strategies include metacognitive thinking, m onitoring comprehension, m onitoring the reading process, confirm ing information, and metalinguistic thinking, as the readers repaired miscomprehension or read the tales critically. T he complete data analysis is presented in chapter +. Limitations o f Chosen Design and Methodology This study like many others has limitations in its scope, design, and validity of interpretations. In 1997, at the outset of this study, the original proposal was to carry out a quantitative study of the metacognitive reading strategies o f trilingual readers in Barcelona using a think-aloud protocol in three languages (Spanish, English, and Catalan). I used qualitative tools to explore L3, L‘2, L l metacognitive reading strategies. After the research was collected, one partial report was published in G erm any (Isidro, 2001) and one other report has been submitted for publication in England. In an attem pt to overcome basic research limitations, the following changes were made: a. I developed a case study report for each reader in order to contextualize the data on how individuals use a pattern of strategies. b. I dedicated a considerable amount o f time to the collection, compiling, and ' analysis of the participants' comments outside the think-aloud context. c. I asked readers to review my case studies for additional comments and in order to insure accurate information. 88 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 d. I made it clear in the introduction of this study and the conclusions that the purpose of this study was not to provide data which could be generalized for all L3 reading contexts and readers. In spite o f these changes, obvious limitations are: 1. T he readers were asked to read only one genre (narrative) for the think-aloud sessions. It can be hypothesized that the readers might use strategies in a different pattern when reading other genres (See Intaravitak, 1996; Berkemeyer, 1997) 2. Although the think-aloud technique has been used to study reading strategies for over 20 years, it still made the readers uncertain as to w hether they could fully disclose their reading processes by using such techniques. T hey made several remarks stating their disbelief in this regard. However, it cannot be ascertained whether this dubiousness m ight have had any effect on the findings. 3. T he think-aloud sessions were videotaped for this research in order to focus on the reader. So far, I found no other study that used technology in this way. I collected additional visual data (face gestures, body movement, physical location, etc.) in order to analyze later. -I-. T he readers were asked to undertake the reading of unfamiliar texts. This pushed them to make use of as many reading strategies as they had available. However, this may have limited their use of background knowledge. T he readers stated that they were puzzled by the tale structure, the unusual narrative pace, and the numerous unfamiliar names. T heir previous knowledge connected to folk tales was not as useful as they had hoped when I told them they were going to read folk tales. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 3 5. The gender of participants was determined by chance due to the voluntary nature o f the study and there is little I could have done to alter this situation. There were five female participants and one male reader. Gender differences in strategy use could not be perceived by contrasting 5 to 1. Had there been an equal number of male and females, the sample could have been used to contrast strategy use across genders. 6. At the beginning, the readers were nervous and curious after they had completed the reading task. But after I clarified that I was more interested in their thinking processes as they read, they felt relieved and decided to enjoy the reading as much as they could. Although their reading purpose was not entirely recreational, they definitely did not read the texts as they would have had they been studying for an exam. Summary This chapter highlighted the research methodology employed in this study: A training session and three think aloud sessions in three languages are the basic research tools utilized to elicit reading strategies used by trilingual readers. This chapter discussed research setting, participants, reading materials, nature of data; methods of data analysis and limitations of chosen design and methodology. The data analysis procedures were outlined in this chapter; the analysis is presented in Chapter 4-. with permission of the copyright owner. Further reproduction prohibited without permission Isidro —Chapter 4 Chapter 4 DATA ANALYSIS Overview In order to analyze the data I collected in Barcelona, I w ent through two stages: Stage one consisted o f reviewing the readers’ verbal responses collected during the think-aloud sessions by sorting them into several categories o f reading strategies. T he purpose o f sorting the responses into categories was to separate cognitive and metacognitive strategies used in Catalan, English, and Spanish. Because the difference between metacognitive and cognitive strategies is very subtle, the distinction emerged out o f the specific reading contexts/circum stances in which these cognitive and metacognitive strategies were used. In this study, the strategies used to construct meaning while reading a text were considered cognitive, while the planned reading strategies used to deliberately monitor, confirm, clarify or improve comprehension were considered metacognitive. Stage two was to investigate how the readers used their reading strategies to repair miscomprehension, and to improve comprehension after reading. These reading strategies include metacognitive thinking, monitoring comprehension, monitoring the reading process, confirming information, and metalinguistic thinking. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 Another important distinction is that Intaravitak audio-recorded her readers’ responses. In this study the readers were videotaped. In this study the readers’ verbal responses were recorded, along with some non-verbal responses. Non-verbal responses to the text included facial expressions and voluntary body movement. T hese non-verbal responses were also considered single statements (SS). Because the readers could stop and verbalize their thoughts or reading strategies at any given point, they did so in a very irregular manner. They sometimes read a paragraph or two before they talked. Other times, they read a sentence, stopped, and said som ething and continued reading another sentence, and then stopped again. In order to determine if two very close response units were in fact one unit and not two, I decided to set a time limit. If they read for at least three minutes without saying anything, that was a cut off point to determine whether two close utterances were in fact one or two response units. After three minutes o f silence, utterances were subsequently counted as separate units. Otherwise, all other consecutive comments were put together into one response unit. Three minutes was considered a reasonable length o f time for the readers to move on to a different strategy. After she compiled all SS’s in her study, Intaravitak identified units o f analysis within her SS’s. She argued that single statements have several instances of the readers’ actions, thoughts, feelings and other comments on the reading text. For the present study, I maintain that each single statement uttered by the readers show s instances o f actions, thoughts, feelings and other comments about the text that cannot be properly separated or taken out o f the “single statement" context w ithout losing their meaning. For this reason, in this study, the response units and 93 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 4 the single statements are identical. In this study, all the readers' responses made during the three think-aloud sessions were analyzed. As Intaravitak (1996:92) points out, the responses convey two levels of meaning: one level of personal information about themselves as readers (what they did, thought, and felt) and another level o f textual information about the content, linguistic structure, w riting style, tone, etc.) Any response needed to convey both or either levels of information in order to quality as a response unit. C riteria for C om piling U nits o f Analysis L. T he response unit expresses information about the readers themselves (what the participants did, thought, or felt while reading a passage of a tale). The responses could be verbal or non-verbal. T he participants’ thought processes are shown in the response. T a b le IS Exam ples o f P erso n al U nits o f Analysis R eader/T ext/U nit o f Analysis Number C arm e/ Spanish/ 3 S ergi/ E nglish/ 47 N uria/ Spanish/ Full Unit o f Analysis Now after I was talking to you, I noticed that I got lost and that I had to sta rt over again. I read it quickly again because when I was reading this part, I didn’t know what the tale was all about. Yes, a dictionary would make things easier. Even though most of the times I can deduct the meaning of the word, it would make things easier. It frustrates me when I don’t know w hat the words mean. Now I was listening to the people Qtalking^ downstairs...! mean I was trying to figure out who it was. 4 M erce/ English/ 21 This is hard. I ju st realized that one of my guesses was wrong. I thought that one word meant something else but after a long paragraph I realized I was wrong. T rying to interpret the meaning of unknown words is hard (she smiles). Just a m atter o f vocabulary. 94 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 2) The responses are comments on textual information, which involves content, linguistic structure, text organization, and w riting style o f a tale. The responses could be verbal or non-verbal. T he responses show textual awareness. Table 14 M o re Examples o f Textual Units o f Analysis R e a d e r /T e x t/U n it o f A nalysis N u m b e r M erce/ Spanish/ 20 Sergi/ Spanish/ 11 F u ll U n it o f A nalysis This part about a third time makes me think o f the typical structure in a tale. I’m thinking o f the structure o f the tale. I have clear in my mind that this is a tale. T his is really complete. It has the three typical parts o f a tale. (Pointing at some previous pages) It has a protagonist, the bad guy, etc. In fact, I actually want to read the tale (he smiles). Because I didn’t fully understand what was going on before Carme/ now I don’t quite follow what’s going on here (pointing Spanish/ location with her fingerl. It says that "there was onlv one 15 reference left” but I can’t remember what happens to that mountain. I don’t know. I was thinking that I am reading for a general idea o f the tale. Pilar/ There are many words I don’t understand and that’s why I E nglish/ get a general idea only. I am trying to get the gist o f every 9 paragraph but at this point I still don’t understand the whole tale. The underlined text was uttered in Spanish. M ost o f the six readers’ responses were in Catalan. 3) The response shows criteria 1 and 2. These responses show the readers’ participation in the act o f reading. They made comments that w ent across languages, content, linguistic structure, writer’s style, etc. These response units sometimes revealed concurrent aspects o f the reading process. Therefore, it was necessary to categorize several responses in two or three categories. 95 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 4 Reader: Roso Language: Spanish Response unit number: 10 And this part about tears all the time ... he cried and shed tears (Uoro y derramo lagrimas) and I don't know what else. I don’t like that. I think it’s really exaggerated. It’s like a neighbor of mine who is always crying. W ell, crying like complaining about the little problems in life. I don’t know what she’ll do when she has a real big problem. Crying every day is like a torture in itself. Sometimes there are inevitable things in life that happen because it’s your destiny. But here he’s crying all day long... that’s why if this tale is for children or for adults? I don’t know but for children? Like I told you I read with Rita, the little girl I’m tutoring everyday. I am very close to her and when we read I can see what her reactions are and all that. I don’t think she would like to read a tale like this one with tears and all that. This is an example o f a response that constitutes a unit o f analysis. Roso basically explains why her neighbor complains about life problems. It could be argued that this is an example o f Roso gettin g off-task (the task being sticking to the content o f the tale and verbalizing mental reading strategies). And yet, I would like to argue that Roso is exemplifying how much she is getting involved in the reading process. She has no trouble associating the reading content with her real life. Roso explained that such a vivid tale could have negative influence in young readers (like the child she was tutoring). In sum, Roso talked about the content o f the passage. She stated her disagreement with the content. She made an association with a real life situation related to the content o f the text. She passed judgement about why the text would not be appropriate for her young reader. As it can be observed from this example, a unit o f analysis contains multiple indications o f co­ existing processes taking place while the reader is engaged in the process o f reading. 96 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 Categorizing Response Units After compiling a total o f 439 response units, I had a doctoral student proficient in Catalan, Spanish and English, review the complete list o f response units. I placed them in a separate list. He watched the video tapes containing the recorded think-aloud sessions while reviewing the transcription/translation of the response units. T here were 8 verbal responses that the doctoral student and I were not able to understand because the voices were muffled. Because the translation/transcription was done a year after the data collection, the readers were not available for help on this matter. A t this stage, the trilingual reviewer was not informed of the specific purpose of the study, but he was allowed to read the information consent form that I had given the participants of the study. T he reviewer was given the criteria to identify response units, and he practiced with a few examples compiled from the training session. He w ent over all response units and agreed on the total number o f 439. T h e num ber o f response units per reader varied noticeably. Reasons for this can be traced to the readers' personalities, their interest in the tale, and their willingness to engage in the think-aloud procedure and to verbalize their thoughts. T he totals per reader and overall totals are presented in Table 15. W ithin readers, the variation am ong languages read was sometimes less obvious. However, except for Nuria, m ost o f the times the highest number o f response units reported were in English (their L3) and the lowest number o f response units were in Catalan (their L i). Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 4 T a b le 15 S panish T e x t E nglish T e x t C atalan T e x t T o ta l M erce 35 units 50 units 33 units 118 units C arm e 28 units 28 units 6 units 62 units R oso 25 units 33 units 14 units 72 units S ergi 31 units 51 units 16 units 98 units N u ria 22 units 16 units 8 units 46 units P ilar 15 units 19 units 9 units 43 units Final T o tal 439 units W hen I compiled all the 439 response units, I listed them by reader, by T o ta ls per T e x t and R eader language and by chronological order in three charts (see appendix H). This facilitates the process o f identifying each response unit as it is presented during the analysis. Each chart had four columns: T he first column gives a code containing information identifying the reader, the language o f the text, and the chronological order of the response unit. T he second column indicates if the response was verbal or non-verbal. T h e th ird column contains the full unit response as it had been transcribed and translated. T he fourth column was left blank so that I would have a place to write comments as they occurred while the response units were being sorted. Example: Code S-E-31 S E 31 V /N V V F u ll U n it R esponse I had to s ta rt over again in this paragraph because I got lost. C om m ents stands for Sergi stands for English was the num ber o f the response unit. 98 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 V NV stands for verbal response stands for non-verbal response By using this chart, each response unit had the information o f who said what while reading which text and at what point. At this point, the next step was to sort all these responses into response unit categories. In order to get ready for the categorizing procedure, I first cut off each o f the rows in the eighteen charts into strips o f paper. I had 439 strips o f paper with a response unit in each one at the onset o f the sorting procedure. All o f the strips o f paper were put inside a box from which they were taken out one by one. The strips o f paper were not placed in any specific order or arrangement. In order to sort the responses, I had a large corkboard at my disposal (6 ft. x 12 ft) and I pinned the strips o f paper onto a large corkboard in order to categorize them. Categorizing Procedure I categorized the unit responses using the following steps: 1) I picked one strip o f paper, read it, and wrote down what the reader was doing such as re-reading, confirming information, guessing vocabulary, restating the text, etc. in the “comments" column. I pinned the strip o f paper on the corkboard. 2) W ithout a specific order, I picked another strip o f paper and did the same as step 1. If the nature o f this response was similar to the main idea or strategy described in previous responses, I decided whether the strip o f paper should be pinned together with another one on the corkboard using one pin. If the response was not similar I pinned it separately. As it turned out, the 99 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 4 nature o f the responses showed striking similarities in terms o f ideas, strategies a n d /o r skills. For example: The following two responses showed that the readers had concurrent reading processes. For that reason, I pinned them together on the corkboard:________ C om m ents Code V /N V F ull U n it R esponse Comprehension M-S-20 V This part about a third time makes me think o f the typical structure in a tale. monitoring / structure Code S -S -ll V /N V V Full U n it R esponse C om m ents Comprehension I’m thinking of the structure of the tale. I m onitoring / structure have clear in my mind that this is a tale. This is really complete. It has the three typical parts of a tale. It has a protagonist, the bad guy, etc. In fact, I actually want to read the tale. T he comments I w rote on the slips of paper in the “comments" column were the same: “comprehension m onitoring / structure." W hat I meant was that I clearly observed that the focus on comprehension was very noticeable. T he readers were actively engaged in the process of constructing meaning from the text based on their observations, previous knowledge and level of interest. The connecting point is the emphasis on three narrative sequences that determine the structure of the tales. 3. I continued with all the remaining strips of paper by following steps 2 and 3 until all of the response units were categorized. 4 . 1 reviewed the strips o f paper in each group that was formed in order to confirm that all of them had a similar connecting idea/strategy. 5. I named each group o f strips of paper that had been pinned together by using the key features w ritten in the "comments" column. In this way, a category emerged from the data. N am ing C ategories In order to develop a systematic way to name the categories, I used the most prominent feature th at described the characteristics of the responses in the strips of 100 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 paper. T he following are examples o f a category that emerged using this procedure: visualizing. T a b le 16 Exam p es o f N am ing C ategories V /N V Full U n it R esponse Code Now I can visualize the characters. Before I C-S-17 V was reading but I could not think of them. Now I can really imagine them more. Yes. Now I'm imagining a forest with the trees N-S-l 1 V fallen down. And now, the forest growing... the apples ... T h a t’s very abstract. I don't really see them [[the elder women]] getting younger. It’s more abstract. I cannot really picture the process. V I was imagining a bridge... and now N-C-i [[unintelligible]]... I'm telling you what goes through my mind. Q2 These marks indicate my editorial notes. C om m ents Visualizing the narrative Visualizing the narrative Visualizing the narrative Identifying Subcategories After I had sorted and named all the strips of paper in a category, I examined them to determine if a subcategory could emerge by following steps 2, 3, 4, and 5 of the categorizing procedure for each category. For example, the category critical thinking was further divided into four subcategories listed below. 1) audience as in (R.-S-1S). 2) evaluating the tale as in (M-E-34). 3) textual association as in (R-E-5). 4) previous knowledge as in (P-E-1T). T a b le 17 E xam ples o f S ubcategories V /N V Full U n it R esponse Code T his part about the little mouse would be V R-S-18 appealing to children. W hen I was a child a friend of mine used to call me “little C om m ents She’s reading the tale as considering it for a specific target 101 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 M -E-34 V R-E-5 V P-E-17 V mouse” \jrateta in Catalan]] as a nickname. In my hometown, everyone has a little mouse [[meaning a child]] ... rateta or ratolin a t hom e... I mean to refer to little girls. Here the trick is harder to understand compared to the two previous situations [[there are three “tricks" in this tale]. Now this part reminds me of a play I know. W hen the protagonist goes to Constantinopla, he goes to the court and meets a princess. Now I was reading and my mind started making some strange associations. For example, “kingdom" is kingdom, right? Well, I had heard the word before and now that I saw it here, it rang a bell. This is not really related to the tale but that’s what happened. audience, children. All her associations revolve around this notion. She’s reading the text and considering the degree o f difficulty based on the narration. She’s reading and constructing meaning based on previous readings. She’s reading and constructing meaning based on previous knowledge. After I sorted the strips o f paper, and named the main categories and subcategories, I compiled them into lists of response units. T here were 25 main categories and 5 subcategories (see appendix I). There was no specific rule for a numerical order in establishing the categories and subcategories. W hen the second rater worked with the strips o f paper, I printed them again and cu t them off again to allow for a second independent sorting. Table IS shows all the categories that emerged after this analysis. T he non­ verbal responses (L) and the unintelligible responses (2) were set aside. T he verbal responses (3) were initially categorized into 25 categories. T here w ere five categories that did not contribute to the general discussion o f reading strategies: No Reported Strategy (3.1), Off task (3.2), Reading but not Com prehending (3.3); R eporting Comprehension Breakdown (3.4), and External D istractions (3.5). 102 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 4 O f the remaining categories, two categories, Expressing Interest or Engagement (3.6) and Think-Aloud Procedure Awareness (3.7), showed the degree o f involvement that the reader had while reading. These two categories were not reading strategy per se but they emerged from the responses, as well. There were other 17 verbal categories that grouped on-task reading strategies: U sing the Dictionary (3.8), U sing Intertextuality (3.9), Identifying Important W ords (3.10), Re-Reading (3.11), U sing Titles (3.12), Visualizing the Narrative (3.13), N arrative Pace (3.14), Deducing from the Context (3.15), Inferring from the T ext (3.16), D ealing with Unknown Vocabulary (3.17), G uessing Unknown Vocabulary (3. IS), T ranslating (3.19), Summarizing the Narrative (3.20), M aking Predictions (3.21), U sing Names (3.22), U sing Pictures (3.23), and U sing Metacognition (3.24). 103 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 4 T he last category (U sing metacognition) was subdivided into 5 subcategories (see Table 19). T he verbal categories 3.S to 3.24 and the 5 subcategories will be explained at length later in this chapter. T a b le 18: Response U n it C ategories 1 Non-Verbal Responses 2 Unintelligible Responses S.Verbal Responses I 3.3 No R eported Strategy 3.2 OfFTask R eading but not Com prehe nding 3.5 3.4 C om prehension B reakdow n E xtern al D istractio n s 3.6 Think-aloud Procedure Awareness 3.7 Expressing Interest/E ngagem ent I 3.8 U sin g th e D ictio n ary 3.9 U sing Intertextuality 3 .11 Re-Reading 3.12 U sing the T itle 3.13 V isualizing the N arrative 3.14 Id en tify in g a N arrativ e Pace 3.15 D educing from the T e x t 3.16 In ferrin g from the T e x t 3.17 Dealing with Unknown Vocabulary 3.IS Guessing Unknown Vocabulary 3.20 Summarizing the Narrative 3.21 Making Predictions 3.23 Using the Pictures 3.2+ Using Metacognition 3.10 Identifying Important W ords and Phrases 3.19 Translating 3.22 Using the Names 104 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 T ab le 19: R esponse U n it Su bcategories 3.24 U sing M etacogn ition 3.24. 1 Metacognitive awareness/ thinking 3.24.2 Metalinguistic thinking ▼ 3 .2 4 .3 M o n ito r in g re a d in g • • • • • • 3 .2 4 .4 C o n fir m in g in fo rm a tio n 3 .2 4 . 5 M o n ito r in g c o m p r e h e n sio n • • • • • Length Purpose Audience Content Process prediction Structure L ike/dislike Reaction Sum m arizing Vocabulary Interrater Reliability In order to ensure reliability between raters, I selected a second rater, a doctoral student in the IU school o f Education, who had experience working with think-aloud responses. I gave the rater a description and examples o f each category 105 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 S. l) No Reported Strategy Definition: T he reader reported a reading problem/difficulty but did not report a specific strategy to cope with the situation. Text: M-E-42 Example: Here’s a bunch o f words I don’t know. She looks up, takes a look at me and “shoots” me with her hand as if it were a pistol (she smiles). Comments: 3.2) 3.3) O ffTask Definition: T he reader was not engaging in the reading process. Text: C-S-2Q Example: Because I don’t know a whole lot about the Russian culture I was not really in the mood to read this tale when I arrived. I didn’t feel like reading it because I don’t know a lot about it. I started reading without too much enthusiasm. And since I didn't like the story, I didn’t really feel like reading the tale. Reading but not Comprehending Definition: through. T he reader realizes that although her eyes were going the text, she was not really engaged in the process o f reading Text: S-S-L3 Example: This part I had to read more than once... Oh, it was no problem. I was reading too fast. But as I was reading it I thought this was important. So I reread it and yes, it was important. Comments 3.4) There was an obvious reading problem but unfortunately the reader failed to communicate what she/he did to compensate or to make up for the limitation. G etting distracted or being o ff task emerged as an initial category. Later on, this category disappears from the strategy analysis. Reporting Comprehension Breakdown Definition: T he reader reports that for som e reason there was a comprehension breakdown. 107 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 4 3.5) 3.6) T ext: S-E-31 Example: I had to start over again in this paragraph because I g ot lost. Comments: This example is an indication of the use of a “re-reading strategy." External Distractions Definition: The reader reported reading problems originating from external noise or distractions. Text: C-E-4 Example: I stopped because o f the noise. I am going to read this part again because I read it but I didn’t understand it. I was paying attention to the noise. Comments: This example is associated with a re-reading strategy. T he reader explained why she was re-reading. T h in k -a lo u d P ro ce d u re A w areness Definition: T ext: 3.7) T he reader made it clear that she was aware o f the think-aloud procedure used in this part of the study. N-S-14 Example: Now I was thinking if I was doing what I was supposed to be doing? ... You w ant me to tell you more about the times when I get lost or not, right? Comments: This example showed how aware readers are of their participation in this research. Expressing Interest or Engagement Definition: T he reader expressed an increased interest or liking o f the reading text. She was engaged in the reading process. T ext: R-S-22 “The Tsar's son ran out o f the palace, jumped on the horse and rode away as fast as he could. Meanwhile the little mouse was running up and down the harp chords and Ivan's sister did not think th at he had escaped because she kept listening to the sound o f the harp. She sharpened her teeth really well. But when she walked into the room, she was truly 108 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 disappointed. She only saw a little mouse that ran away and hid in a hole. T he witch became so angry that her teeth screeched noisily as she ran after her brother." 3.S) 3.9) Example: Oh so Ivan was fleeing on a horse and the witch was chasing him on foot. Let’s see. Comments: This example showed a lot of interest in reading on the reader’s part. T he reader was truly involved and the reader ju st concentrated on the narrative of the tale. Using the Dictionary Definition: The reader explains how using a dictionary would improve her reading. T ext: S-E-23 Example: More or less... I get the idea but I would have a dictionary by my side to do better. Comments: This example was mentioned severaltimes and it seemed that these readers would have resorted to using the dictionary more often if they had had one handy. Using Intertextuality Definition: T he reader recalls the tales that she read in a previous session and finds some way to associate them with the new tale. T ext: P-E-l Example: After reading the opening lines, I was trying to remember if this character, Ivashko, was the same as in the other tale. Comments: 3.10) This example shows how experienced readers immediately construct meaning out the recollections of previously read texts. Identifying Key Words and Phrases Definition: T ext: T he reader is able to identify key words or phrases that in her perspective are im portant for the comprehension of the text. M-S-15 The Tsar's son shed some bitter tears and kept going. After riding for a long time, he reached the Sun's sister house. She 109 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 4 welcomed him very warmly. She fed him, gave him something to drink, and she took care of him like a son. 3.11) 3.12) 3.13) Example: Here this part is important. He arrives at the sun’s sister’s house. I remember the title of the tale. Comments: T his example shows that the ability to identify key words and phrases help readers construct the meaning o f the text. Re-Reading Definition: T he reader reread a passage or sentence in the tale to improve or re-establish comprehension. Text: C-S-24 But at that moment, the Tsar's son reached the Sun's sister's palace and he started shouting: - Shining sun, open your little window Example: T his part I read twice (pointing location with her finger). It says "Shining sun open the little window." I thought it was funny. Shining sun... a large object... open the little window... a small object... I thought this was funny (she laughs). Comments: In this example, after realizing the line o f comprehension had been broken, these readers resorted to rereading as their automatic response. It proved effective on multiple occasions. Using the T itle Definition: T h e reader used the title as a starting point to construct meaning out of a text. Text: S-E-2 Example: F irst the title. It’s so typically Russian. It sets the tone. Comments: In this example, the reader used the title as an advanced organizer and allowed the readers to activate their schem ata/background knowledge. Visualizing Definition: T h e reader imagines the way the narrative would look like as if watching things in a movie or TV . Text: N -S -ll 110 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 4 T h e T sar's son continued on his way and finally he reached the place where Vertodub was felling some trees. There were only three trees left. At that moment, the Tsar's son took out the comb out of his bag and he threw it in the middle of the field. Very thick forests appeared rig h t away on the spot. Vertodub was so happy that after thanking the Tsar's son, he started felling the trees pulling them out o f the soil with their roots. T h e T sar's son continued on his way until he reached the old seamstresses house. He greeted them and gave them one magic youth apple to each o f them. T hey ate the apples and suddenly they became so young as if they had never been old. 3.14) Example: Now I’m imagining a forest with all the trees cut down. And now, the forest growing... the apples...that’s very abstract. I don’t really see them [[the elder w om en] getting younger. It’s more abstract. I cannot really picture the process. Comments: In this example the readers had a mental picture of what they were reading. This strategy helped them enormously. Identifying a Narrative Pace Definition: T he reader is able to perceive a certain narrative pace in the tale. She adjusts to this pace to improve reading comprehension. Text: C-C-l Example: I read all these sentences almost twice because like in the other stories, I can’t concentrate. W h at happens is that in a few sentences, they explain lots o f things. Because I read fast, I realize that very soon, I am lost so I have to go back and reread. In four lines, they explain a lot. T hey explain the life of a whole family. I got to this point and I realized that I could not remember what was going on. I was not fully concentrated. Comments: 3.15) In this example the readers are following the narrative and they are critical of the narrative style. Deducing from the T ext Definition: Text: T h e reader deduces some meaning o u t the text R-E-31 111 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 3.16) 3.17) Example: T h ere are like three key words or maybe more th at I am missing in order to fully understand the tale. But by imagining what’s going on it’s easier to deduce what these words mean. Comments: T his example showed that the readers had developed cognitive strategies that were very helpful to deal with unknown vocabulary. The readers stated that they deduced the meaning of words. Inferring from the Text Definition: T he reader infers some meaning from the text. Text: M -E-24 Example: I’m not sure what happened here. I know that the girl was asking him questions but that’s w hat I inferred from the text. Comments: In this example the readers inferred the events or actions that they missed due to language limitations. Dealing with Unknown Vocabulary Definition: T he reader devises a strategy to deal with unknown vocabulary but possibly not successfully. Text: C -E -15 Example: T here are many words that I don’t know. It’s funny because I can read them because I know how to pronounce them but I don't know what they mean. I know what’s going on but I don’t know every word. I am curious to know because I could go on and on but I don’t understand many details. I can get an image of what’s going on but not the specific events. I can imagine the sound of the word but not the meaning o f each word. Comments: 3. IS) T his example put in evidence that there were a series of techniques that the readers used to deal with unknown vocabulary besides deducing or inferring the meaning from the context. Guessing Unknown Vocabulary Definition*. T h e reader guesses correctly or attem pts to guess the meaning of unknown words even if incorrectly. 112 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 3.19) 3.20) Text: M -E-37 Example: I found a word I didn’t understand and for some reason I thought it was misspelled. But o f course that doesn’t make sense. It’s ju st that I didn’t know it. Maybe it could mean ... It doesn’t sound like English b u t... refers to. By the way there was a previous instance in which this word appears but I didn’t understand it either. Comments: In this example, the reader guessed the meaning o f the word. It also showed that the readers were struggling with the text. T r a n s la tin g Definition: The reader translates the text into her mother language. Text: R-E-l-l Example: I’m kind o f translating to m yself so that I can remember the plot better. Just a little. Comments: As this example shows, the readers needed to make sure they understood the new language by translating the words into their own language. S u m m a riz in g th e N a rra tiv e Definition: The reader summarizes parts or complete passages o f the tale in a retelling. Text: M-S-24 Example: The Tsar's son continued on his way and finally he reached the place where Vertodub was cutting down some trees. There were only three trees left. At that moment, the Tsar's son took out the comb out o f his bag and he threw it in the middle o f the field. Very thick forests appeared right away on the spot. Vertodub was so happy that after thanking the Tsar's son, he started felling the trees pulling them out o f the soil with their roots. T he Tsar's son continued on his way until he reached the old seamstresses house. He greeted them and gave them one magic youth apple to each o f them. They ate the apples and suddenly they become so young as if they had never been old. Comments: As this example shows, the readers checked whether they understood or not by restating what they just read. 113 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 3.21) 3.22) 3.23) Making Predictions Definition: The reader is able to make predictions or attempts to predict what is going to happen next. T ext: M-S-21 Example: She bid him farewell and she gave him a brush, a comb, two magic apples of eternal youth (anyone who ate these apples would become younger instantly). Now here’s she gives him a magic blanket, a comb and two apples and you know he’s going to do something with them. Something is coming up. W hat is going to do w ith the comb? W e know what he’s going to do w ith the apples. Comments: In the example the reader used the comprehension they had secured to construct meaning and to match with further meaning. This cognitive strategy was a good example of the high level cognitive abilities that they had developed. U sin g th e N am es Definition: The reader uses the names to make associations and construct meaning. T ext: R-S-2 Example: Once upon a time in a faraway land, there was a T sar and a Tsarina who had a mute son named Ivan.... ([This previous part was read aloud in Spanish] Judging by the name Ivan and the fact th at there was a czar and his wife, the author of this tale m ust be Russian, right? Comments: This example showed that the readers made connections in relation to the names. Using Pictures Definition: The reader uses the graphic images that are placed in the text in order to construct or confirm meaning. T ext: P-S-14 Example: Did I tell you th at my eyes went straight to the drawing? For example in the first page, I did that too. 114 permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 4 Comments: 3.24) In this example, the reader verbalizes an action that she used frequently. Using Metacognition Definition: T he reader checks the outcome o f an attempt to solve a reading problem; plans the next more; monitors the effectiveness o f an attempted action; tests, revises and evaluates the strategies used. Text: S-E-7 Example: W hat does “ponder" mean? I really can’t guess from the context. I’m just going to continue and I’ll get back to it later Comments: There are several examples like this one. Many o f them show metacognitive strategies at work. I further listed all the categories in Table 20. It should be noted that not all the categories exemplify strategy use. In fact, five o f the total number o f categories that emerged showed evidence that reading strategies were not used. Table 20 shows if the categories were used across languages. T his table does not include frequency counts for each language. No. 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.S 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16 3.17 C ategory No reported strategy O ff task Reading but not reading Comprehension breakdown External distractions Think aloud procedure awareness Expressing interest/engagement Using the dictionary Using intertextuality Identifying important words Rereading Using the title Visualizing Identifying a narrative pace Deducing from the text Inferring from the text Dealing with unknown vocabulary Spanish X X X English X X X X X X X X X X 115 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. X X X X X X X X X X X X X X X X Catalan X X X X X X X Isidro —Chapter 4 3.18 3.19 3.20 3.21 3.22 3.23 3.24 Guessing unknown vocabulary Translating Summarizing the narrative Making predictions Using the names Using pictures Using metacognition X X X X X X X X X X X X X X X X Categories 1-5 exemplify instances when the reader encountered problems or comprehension breakdowns. Each o f the readers failed to come up with an appropriate strategy to solve this situation. A revised table listing reading strategies is proposed in Table 21. Table 21 Revised Listing o f Strategies from the Study N o. i o 3 4 5 6 i S 9 10 11 12 13 14 15 16 IT IS Category Expressing interest/engagem ent Using the dictionary Using intertextuality Identifying important words Rereading Using the title Visualizing Identifying a narrative pace Deducing from the text Inferring from the text Dealing with unknown vocabulary Guessing unknown vocabulary Translating Summarizing the narrative Making predictions Using the names Using pictures Using metacognition Spanish X English X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Catalan X X X X X X X X X X The data presented in Table 21 suggests that many o f the 18 strategies were more frequently used in the third (foreign) language than in the first and second language usages. The fewest strategies were used in Catalan, their mother language. 116 permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 4 As in the case o f Intaravitak (1996), three basic levels of reading processing (reader-based, tex t based, and metacognitive strategies) can be seen emerging from the data. For reader-based, strategies, the readers made use o f previous experiences, feelings, knowledge, and thoughts to construct meaning. Reader-based strategies are visualizing, making predictions, re-reading, expressing interest/engagem ent, using intertextuality, identifying a narrative pace, using the dictionary and translating (see Table 22). Table 22 Comparison o f Reading Strategies Intaravitak (1996) - Isidro (2001) Isidro (2001) Visualizing Making Predictions Re-reading Expressing Interest/Engagem ent U sing intertextuality 5 Identifying a Narrative Pace 6 U sing the Dictionary 7 T ranslating S T he strategies in italics show a correspondence between Intavitak’s strategies and Isidro’s strategies. 1 2 3 4 Intaravitak (1996) Visualization Anticipation o f Content Requests for more information Interpretation Using Background Knowledge Evaluation Statements on Reading Purposes T he strategies in italics show a big similarity between Intavitak’s strategies and Isidro’s strategies. The similarity was not intentional as the strategies in the present study emerged from the readers’ comments. For text-based strategies, the text (structure, organization, vocabulary, graphic aids) was the main source of information that readers used to construct meaning. Text-based strategies are summarizing the narrative, using pictures, deducing from the text, inferring from the text, dealing with unknown vocabulary, guessing unknown vocabulary, identifying important words, using the title, using names. 117 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 Table 2 3 Further Comparison o f Reading Strategies Intaravitak (1996) Isidro (2001)_______________________________________________________ Isidro (2000) Intaravitak (1996) Summarizing the Narrative Restateinents o f Text 1 Use o f Graphic Aids Using Pictures 2 Emphasis on T e x t Structure Deducing from the T ext 3 Emphasis on Vocabulary Inferring from the T ext 4 D ealing with Unknown Vocabulary 5 G uessing Unknown Vocabulary 6 Identifying Im portant W ords 7 U sing the T itle S | U sing the Names 9 The strategies in italics show a correspondence between Intavitak’s strategies and Isidro’s strategies. Table 21 describes the strategies used by trilingual readers when reading in their three languages. Tables 22 and 23 show the similarities in strategies between Intaravitak (1996) and this study. The discussion of whether some strategies were used more often than others by different readers will be discussed later. S tage Two: Metacognitive Reading Strategy Subcategories T here were five subcategories that emerged from the “Using metacognition” category in the previous section (see Table 19): metacognitive thinking, monitoring comprehension, m onitoring reading, confirming information, and metalinguistic thinking. Following are the descriptions and examples o f these subcategories. After the descriptions, table 25 summarizes the metacognitive strategies that these trilingual readers used when reading narrative prose. 18.1 M etacognitive Thinking Definition: T he readers thought of w hat they would do to improve their comprehension. In other words, they anticipated and planned some cognitive strategies. However, in m any instances they did not carry out their intended plan of action. 118 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 Text: S-E-51 Reader I would like to read it again to really understand all the details. If I read it again, I would write down all the words that I don’t know and would look them up. I got the gist o f the tale now. W hat I would do is to skim the whole text and then I would underline all the words. After that I would look up all the words. The syntax was not a problem for me... the words were. Comments: In this example the reader seemed to be very knowledgeable about what he needed to do to improve their reading comprehension. 18.2 M onitoring Comprehension Definition: T he readers monitored their reading comprehension (the story line in a tale) by observing the structure o f the text, by summarizing the text, by reacting to it and by using its vocabulary. Text: C-S-27 Reader I just finished reading (the tale) but I did not understand how it ended. I didn't understand it. Is it really over? (she turns to the next page to confirm that it in fact has ended and she laughs). I didn’t understand the ending (and she laughs again). I read the last two sentences and I still don’t get it. I have a feeling like it has not ended. I don’t know. Comments: In this example the reader concentrated on the storyline o f the tale. W henever something did not make sense as a tale, she went back and used several cognitive strategies to improve comprehension. 18.3 Monitoring Reading Definition: T he readers monitored the reading process, the length o f the text, the reading purpose, the content, and thought o f who the readers (the intended audience) o f the tales can be. Text: C-E-8 Reader I worry because the tale is longer and the paragraphs are bigger. Comments: In this example the reader was critical o f her own behavior as a reader. She verbalized many concerns she anticipated she would face as a reader. 18.4 Confirming Information 119 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 Definition: T he readers consults several parts o f the text, rereading, questioning herself, making hypothesis in order to check comprehension. Text: R-S-13 Reader Wait, wasn’t he mute? QShe goes back to the previous page where it is stated that he’s mute. She reads aloud: Mute from the moment o f his birth"). And then he says (she reads aloud from following page): asking her for permission to go back and visit his home country. He probably asked that using sign language Qshe smiles]]. Comments: This is an example o f the recursiveness in reading. The reader monitored her reading comprehension by confirming whether what she understood at first was correct. 18.5 Metalinguistic Thinking Definition: Text: T he readers developed cross-linguistic strategies. N -E -l Reader I was just thinking that because this reading was going to be in English, it was going to be more difficult. I would have to deduce more from context and from what I remembered from the previous tale I read. Comments: In this example the reader, after assessing her proficiency in English, she anticipated that she needed to plan on appropriate compensatory cognitive strategies to deal with the text. 120 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 4 Summing up: M etacognitive Reading Strategies Used across Languages Table 24 shows in which cases these metacognitive strategies were used. Notice how surprisingly enough a greater variety o f metacognitive strategies seemed to be used while reading in the L l than in the L2. It is, however, in L3 reading that more metacognitive strategies are used. Table 24 Metacognitive reading strategies used across languages No. 18.1 18.2 18.3 IS.4 IS.5 Spanish C ategory M etacognitive Thinking M onitoring Comprehension M onitoring Reading Confirming Information M etalinguistic Thinking Catalan English X X X X X X X X X X X These five subcategories are extremely related. Higher-level cognitive reading skills such as being able to read critically require an adequate combination o f cognitive and metacognitive strategies. Table 25 and 25’ show the exact figures of metacognitive strategy use by reader/language and by language/reader. Table 25 Metacognitive Strategy Use by Reader/Language M c R No C a te g o ry s 18.1 18.2 18.3 18.4 IS.5 M etacognitive T hinking M onitoring Comprehension M onitoring Reading Confirm ing Information M etalinguistic T hinking T o tals Individual T otals 6 112 4 165 0 0 0 0 0 0 u j 3 ■» 3 i 7 4 t 7 u I 3 0 u 3 0 0 0 I 0 0 0 0 0 0 0 I t 0 0 0 0 I 0 0 0 t 10 T 5 t y 7 7 s E c S E C S E C 0 o 0 0 0 0 0 l 0 0 t 14 lu u 3 0 t 5 4 tl 7 I 1 I 0 I 3 4> 3 0 0 0 I a 1 0 0 0 0 0 0 IT 1!) 15 0 0 4 0 {> 5 11 51 0 p c c 39 N E E J S s S 36 V 14 33 12 1 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 3 E T ll C 23 Isidro - Chapter 4 Table 25’ M etacognitive Strategy Use by Language/Reader No 18.1 18.2 IS .3 18.4 IS .5 Category Metacognitive Thinking Monitoring Comprehension Monitoring Reading Confirming Information Metalinguistic Thinking Totals Individual Totals s 6 112 39 M C R S N p M 0 0 0 0 0 0 4 165 Catalan C R S N P M C R S N p 0 1 1 0 0 0 0 0 0 0 o It 5 IT It o 7 to 3 j 5 3 4 14 0 4 3 t O i I 3 I o 7 t 3 7 3 3 1 0 2 o 0 0 0 I 0 0 0 0 t 0 I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 I 0 I 0 0 0 t 0 0 1 111 14 3 y 5 lo 14 7 7 0 7 5 t 7 4 4 English vanish 0 IT 6 19 5S t.i 72 35 M erce used the m ost m etacognitive strategies overall (51). Carm e and N uria used fewest (l l). T h e readers used more m etacognitive strategies in English (72) than in Spanish (58) o r C atalan (35). A fter analyzing the category M onitoring Com prehension, the following m ajor groupings w ere identified: Association o f themes, T h in k in g about the audience (readership), E valuating the tales, R eacting to previous experiences, M onitoring com prehension (likes/dislikes, reaction to the tale, structure, and vocabulary). T h e frequency w ith which these groupings occurred can be found in T ab le 26. Table 26 Subcategories o f Monitoring Comprehension c R M C ategory No Tot c S E c s E E at s IS.‘2.1 Association of 4 0 0 0 0 0 0 u 2 themes IS.2.2 Thinking about t o I 0 0 3 0 1 0 the audience IS.2.3 Evaluating the 12 u I 1 0 0 3 0 I tales I8.2.t Reacting to I 1 I 0 5 0 0 0 previous 9 experiences 18.2.5 Monitoring comprehension 7 t 0 0 4 0 0 0 0 —likes and (by reader) N s s E c s E C I c s P E c 0 0 0 0 0 0 0 0 0 0 •( 0 0 0 0 0 0 0 0 u 0 1 0 0 0 0 0 .» 0 0 0 0 0 0 0 0 0 t 0 0 0 0 a 0 0 I 0 Reproduced with permission o f the copyright owner. Further reproduction prohibited without permission. 0 ■ t Isidro —Chapter 4 1 8 /2 .6 1 8 /2 .7 1 8 /2 .8 dislislikes Monitoring comprehension - reaction to the tale Monitoring comprehension —structure Monitoring comprehension - vocabulary Grand Total 28 5 0 7 I 0 0 4 >) 1 u 32 5 o 5 I 0 0 0 0 1 7 I G 0 0 0 0 0 I 0 I 14 10 5 3 0 IT .5 4 11 13 112 14 0 0 0 0 o t 3 3 0 I I 3 t 0 3 0 I 0 0 0 0 0 5 3 o 3 I 7 4 4 0 Table 26* Subcategories o f Monitoring Comprehension (by language) No IS.2.1 IS.2/2 IS.2.3 IS/2.+ IS/2.5 IS/2.6 IS/2.7 1S.2.S Category Spanish M C R S N p M o 0 0 0 A sso ciatio n o f th em es T h in k in g ab o u t th e au d ien ce 4 3 12 1 I 0 E v a lu a tin g th e tales R e a c tin g to p rev io u s ex p e rien ces M o n ito rin g co m p re h en sio n — likes an d d islislik e s M o n ito rin g c o m p re h en sio n — rea ctio n to th e tale M o n ito rin g co m p re h e n sio n — s tr u c tu re M o n ito rin g co m p re h e n sio n — v o cab u lary 0 0 •I I 3 t 0 * I 9 0 o o 0 0 7 0 0 () 0 1 (J 28 5 I 4 »> 0 I 0 7 G rand T o tal 1 32 0 0 5 5 » 0 English C R S N P M 0 *2 0 0 0 Catalan 0 c R s N p 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 I 0 *2 0 0 0 0 0 0 I l u I) o I 1 0 o o 0 0 I - 0 u .> I 0 0 0 0 u 0 *i (1 0 ■) 0 0 I 7 0 I 0 0 3 0 3 .1 o 0 .1 1 t j 0 1 3 t 0 3 0 0 0 0 0 0 0 0 3 4 14 0 0 13 t 0 0 I 1 0 G 0 t 112 14 5 17 It - 7 10 3 3 5 Comparison with Previous Research on Metacognitive Reading Strategies T h e readers' self-regulation o f th e ir read in g process to c o n stru ct m eaning was observed in the following m etacognitive strategies: m etacognitive thinking, m o n ito rin g com prehension, m onitoring reading, confirm ing inform ation, and m etalinguistic thinking. 123 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 3 L 4 Isidro —Chapter 4 Table 27 Comparison o f Metacognitive Reading Strategies —Intaravitak — Isidro Intaravitak (1996) Reflection on processes Emphasis on comprehension Statem ents on o th er techniques Isidro (2000) Metacognitive Thinking 1 Monitoring Comprehension 2 M onitoring R eading 3 Confirm ing Inform ation 4 M etalinguistic T h in k in g 5 T h e strategies in italics show a correspondence between Intavitak's strategies and Isidro’s strategies. Intaravitak’s m etacognitive subcategories show g reat sim ilarity to the ones th a t em erged in this study. If we could think th at the subcategory o f “confirm ing inform ation" is a subset o f “m onitoring comprehension", then the only new dim ension n o t considered as m etacognitive before was “m etalinguistic thinking." 124 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 5 Chapter 5 DISCUSSION OF FINDINGS O v erv iew T h is section discusses findings in six ease studies, one for each participant: Merc£, Carm e, Roso, Sergi, N uria and Pilar. I discuss each case as an individual example o f the complex process o f reading in three languages. In each case, I first explore the reader’s overall m etacognitive strategies in terms o f frequency and use. T h en I p resent differences in strategies used by the readers across languages. Before presen tin g the case studies, I discuss findings in term s o f stra teg y use across readers. T h e six readers in this study had fully developed biliteracy in Catalan and Spanish. T hey were proficient readers in both languages. It is im portant to note th at the cognitive and m etacognitive strategies these readers showed in their thinkalouds in Spanish and C atalan (L 2 /L l) had very com parable use frequencies. See T able 21. However, it is not su rp risin g th at the num ber o f overall reading strategies in L l / L ‘2 was not as high as in L s. Some readers attrib u ted th eir infrequent m etacognitive stra teg y use to the high language proficiency level in L l and L2. One could have concluded th a t because the language com m and was high, the use o f reading strategies was not required in the case o f th e ir L l and L2 reading. In this study, in which the level o f biliteracy was high (L l/L 2 ), the variety o f reading strategies was very high. T h e high frequency o f m etacognitive strategies in L3 shows th a t num erous strategies were available in all th ree languages. W h at this means is th a t faced w ith read in g challenges, the readers w ere able to make use o f 125 permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 their cognitive/m etacognitive reading strategy repertoire fully developed in L l/L 2 reading while facing La reading. Having this in mind, it would be possible to speculate that proficient Catalan- Spanish-English readers are able to transfer their fully developed L 1/L 2 reading strategies to their Ls. This explains that although the frequency of cognitive/metacognitive reading strategies is relatively low in the two languages in which they are m ost proficient, it can still be higher with a good variety of strategies in their weaker language (English). Evidence from the think-alouds confirms that although readers might seem to use a larger number o f strategies in L3 compared to L2 and L l, the strategies are in fact essentially the same (see table 21). Certain strategies are used more frequently than others in what seems to be an attem pt to compensate for language proficiency short-comings. It is possible to outline which strategies are specifically useful when the vocabulary is limited or when the language is unfamiliar. Some examples dealing with such a reading problem are: T a b le 28 S trateg ies fo r lim ited vocabulary Full U n it Response Code C-E-15 There are many words that I don't know. It’s funny because I can read them because I know how to pronounce them but I don’t know what they mean. I know what’s going on but not every word. I am curious to know because I could go on and on but I don’t understand many details. I can get an image of what's going on but not the specific events. I can imagine the sound of the word but not the m eaning o f each word. I have never heard the word zarevich. I M-S-5 think it refers to the son o f the czar. C om m ents T h e reader is reflecting upon her inability to understand all details from the reading. She thinks of one strategy th at m ight have worked in another context (reading the word aloud). Yet she realizes, it is not useful here. She is struggling to make sense. T h e reader guesses correctly from the context. Yet we do not know how she arrived at her conclusion. She ventured a num ber of guesses while she 126 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 5 R-E-3 S-E-39 N-S-S So far there are a number of words I don’t know, but this made me remember when I went to see a movie. This movie, T he first knight, E l primer caballero ... I saw this movie when I was in New York. I saw it and I understood the movie. T here were phrases that I did not understand but I guessed by the context. 1 think I had a predisposition to understand and I was paying a lot of attention. Later when I came back to Barcelona, I went to see it again in order to check if I had understood everything. And yes, I understood the plot and most o f the movie. This word “fie" ... how do you pronounce this word (he spends some time practicing the pronunciation of this word). Tstill don’t know what “zarevich” means but I think it means something from the country. Can’t you tell me? needed to deal with unknown vocabulary. T he reader recounted a situation in which she dealt w ith the uncertainty of unknown vocabulary. She was aware that she would not understand every single word and she compensated that with a positive attitude and by paying a lot of attention. In her account of her strategy use, she confirmed her guesses over time by watching the same movie again. She is definitely setting herself up for a flexible attitude. The reader relied on a general language learning strategy to attem pt to improve his understanding of the text. It was uncertain w hether he improved his comprehension. The reader identified an unknown word and attem pted to guess its meaning. A t that point she also requested confirmation o f her guess from the researcher. Bernhardt (1991) maintains that high linguistic/language knowledge is a proven predictor of reading proficiency in L2. It could be speculated that second (and therefore third) language reading is a language problem and not a reading problem. These six readers were able to show th at they had a wide range o f reading strategy use across languages despite their sometimes more limited command o f the English language. A close examination of Tables 2 land 25 indicates that: 1) Similar metacognitive and cognitive strategies were used across readers and across languages. 127 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 2) M any strategies used in Ls more often helped these readers cope with language proficiency limitations, but these strategies were also used with L l/L 2 . 3) M ost metacognitive strategies were predominantly used to monitor comprehension. +) M etacognitive/cognitive reading strategy use varies from reader to reader. 5) Those readers (Roso and Sergi) who used relatively few metacognitive strategies were also critical readers. Based on the evidence presented in Tables 21 and 25 and the analysis in the previous chapter, it is possible to assert that for these readers, despite language limitations in English (their third and foreign language), the availability of reading strategies was consistent across all three languages. It is clear that several strategies were used more frequently when dealing with texts in English. However, no strategy, cognitive or metacognitive, seemed to be specifically associated with one particular language (Ll, L2, or L3). T he readers had access to a large number of metacognitive and cognitive strategies. Case Studies Case One Merce F ocus on Studyin g and Reading: G e ttin g a D octorate M erce took her doctoral studies very seriously. She was a full time student and her research assistantship absorbed all her spare time. During the time o f the research she was close to finishing her doctoral courses. Since she commuted everyday from M ataro, a city approximately forty-five minutes away from Barcelona, her ability to get her studying time and her work time done was very important. She was always f 128 I Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 5 mindful o f her time and her need to balance her academic life and her private life. Every morning she rode the morning train, and in the evenings she left Barcelona late in the day on the train back home. She was used to reading and studying on the train. From the think-aloud protocol, the profile that emerged from the analysis of her reading strategies shows heavy reliance on metacognitive strategies (see Table 28). Fifty-one of the eighty reported strategies were metacognitive. Merce used more strategies while reading in English than in the other two languages. However, the difference was not so pronounced: 19 for English, 17 for Spanish and 15 for Catalan. Table 28 Merce’s Reading Strategies No C ategory Total i Expressing interest/engagem ent Using the dictionary Using intertextuality Identifying important words Rereading Using the title Visualizing Identifying a narrative pace Deducing from the text Inferring from the text Dealing with unknown vocabulary Guessing unknown vocabulary Translating Summarizing the narrative Making predictions Using the names Using pictures Using metacognition T otal 1 S 0 0 1 1 2 3 4 5 6 1 S 9 10 11 12 M erce E 1 C 0 0 0 1 0 1 0 0 0 0 2 0 0 0 2 1 2 0 0 0 0 0 0 1 2 0 0 0 2 1 0 0 0 0 0 0 0 I 1 0 I 0 0 0 5 3 2 2 0 0 I 0 19 51 17 32 80 27 In this table, the most frequent category has been darkened. 13 14 15 16 17 18 |! 0 8 7 0 3 129 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 0 0 3 0 2 15 21 Isidro —Chapter 5 Merce relied particularly on two cognitive strategies: summarizing the narrative and making predictions as she read a text. More often than the other readers, Merce restated the facts o f the narrative passages as she was reading. Restating and summarizing helped her understand the text as she went along. She did not necessarily restate and summarize because she had trouble understanding. Also, on a regular pattern, she made predictions o f what was coming up in the reading regardless o f the language in which she was reading. As mentioned before, when she encountered a reading problem, she immediately made use o f metacognitive and cognitive strategies. Examples o f her use o f cognitive strategies are: Code M-S-21 M-S-2 2 M-S-2-t M-S-2 6 M-E-2S Full U n it R esponse Now here's she gives him a magic blanket, a comb and two apples and you know he’s going to do som ething with them. Something is com ing up. What is going to do with the comb? W e know what he’s going to do with the apples. So he gives food to the mouse. He gives more work to Bertodup and therefore extends his life and thereby his own. And he goes back with the old seamstresses. As if thev had never been old. So it’s true that in the end the mouse save him. He’s com ing for the second maiden. M -E-35 Oh, I think they got him trapped. M-C-9 And all this paragraph too... it continues to be religious. As I was reading this part where he’s in the town, I was thinking that he would eventually get to m eet his parents before the end o f M-C-1S C om m ent / Interpretation She explains a speculation based on the information she read. She summarizes and then makes a prediction. She translates (restates) the information she read. She translates (restates) and summarizes what she read. She reads the original language aloud, too. She confirms a prediction made before. She translates (restates) and summarizes the information what she read. She speculates based on the incomplete information she has. She confirms a prediction made before. She explains a prediction based on the information she read. 130 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 the story. M -C-S1 I thought that when the boy She arrives at a conclusion after incriminated his father ... he told confirming that a previous him how naive he was... I was prediction was not correct. thinking that there would be some kind o f punishment or pressure for the father. But now I can see that that is not going to happen. O f course it’s not going to happen. T able 29 E xam ples o f M erce's Reading S trategies Merce was the first student to bring the w riting o f marginal notes to my attention. For her, time was essential in getting readings done and studying, too. After long conversations with her, I concluded that the marginal notes are the bridge that links the reading-studyingcontinuum. She spends a long time reading and studying. It is hard to say when one process begins and the other ends. At times, she does not have time for a second reading so she prefers to have a more detailed careful first reading. From the metacognitive categories that emerged in this think-aloud, the larger number was centered on monitoring reading comprehension (see Table 30). The actual num ber o f strategies was fairly consistent across languages: Spanish (14), English (10) and Catalan (14). T able 30 M erce s M etacogn itive R eading S trategies No C ategory Total M s c E M etacognitive 2 T hinking 0 1S.2 M onitoring 38 14 Comprehension 2 10 18.3 M onitoring Reading 1 1 1S.4 Confirming Information M etalinguistic 18.5 0 0 T hinking 17 T o ta l 1 51 In this table, the m ost frequent category has IS.1 2 0 10 i 0 14 1 0 0 0 19 15 been darkened. 131 R eproduced with permission o f the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 5 Examples are: Code M-E-18 M-E-21 M-E-i- M -E-46 M-S-2 6 M -E -l 6 fu ll U n it R esponse was reading this part and suddenly it dawn on me that it was a Russian villain. I know I knew th at already and the names in the tale made it clear, but it suddenly clicked. I guess that is because I was reading it in English and I forgot this obvious fact. I was expecting an English villain. This is hard. I ju st realized that one o f my guesses was wrong. I thought that one word meant something else but after a long paragraph I realized I was wrong. T ry in g to interpret the meaning of unknown words is hard Qshe smiles]]. Just a matter o f vocabulary. I read the first sentence I don't know how many times. I did this in order to gain a better perspective. I wanted to identify the key words. T oday you can tell my brain is not w orking [she smiles]]. W hat I am saying probably does not make sense. It’s a lot o f work. But I am trying. So it's true that in the end the mouse saved him. I was thinking that if someone gave me this book of tales, I would probably quit. I know what's going on but I don't like it that I don’t understand all the words. Com m ent / Interpretation Metacognitive Thinking: She realized that despite having all the necessary information, she had not reached the obvious realizations as she was reading. So she stopped and verbalized this realization. She attributed her failure to follow the story to a linguistic reason: she was reading in English. Metacognitive Thinking: She is aware that her cognitive skill (guessing) was not successful. She goes ahead and evaluates the difficulty of trying to guess unknown words. M onitoring reading: Her preoccupation with understanding the passage thoroughly led her to use the cognitive strategy of rereading. She realized it was a tool she could use regularly to monitor her comprehension struggles. M onitoring reading: She is aware that she was having trouble concentrating. But she is aware that she is doing the “motions" to accomplish her reading task. Confirming information: This is a follow-up comment. She had previously anticipated an event in the tale and she finally came to the realization that her prediction was correct. M onitoring comprehension: Given the reading circumstances, Merce felt obligated to complete the reading. However, she was frustrated that she could not understand all the words. Because her comprehension was limited, her appreciation o f the reading task and 132 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 the tale were very low. I think th at in this case, the solution M onitoring comprehension: She evaluates the tale as a piece of has been too quick. W ell, the narrative fiction. She is aware that solution to the initial problem. O f course, there were m ore otherwise reading implies being critical of the the story would be over. T he butler structure o f the tale. She is going is the problem here. to a high level o f m onitoring comprehension by being a critical reader. Table SI Examples o f Merce’s Reading Strategies M-C-16 Besides monitoring her own comprehension extensively, Merce kept track of her reading processes. After reviewing the comprehension category, several subcategories emerged. T heir definitions and examples were presented in Chapter 3. These are listed in the following chart. Table 32 Merce’s comprehension monitoring Strategies N o C a te g o ry M s E C 1S.2.1 A ssociation o f them es 0 0 T h in k in g a b o u t th e audience 0 0 1S.2.2 I i I) 1S.2.3 E v a lu a tin g th e tales i) -t •2 R eactin g to p re v io u s experiences i 1 1 IS .2.-1 0 0 M o n ito rin g co m p reh en sio n - likes and d islislikes I IS .2.5 1 0 i 0 M o n ito rin g co m p reh en sio n - reaction to the ta le 12 5 0 7 12 T 5 i 5 3S l-t G 10 t+ 1 8.2.6 1 8.2.7 M o n ito rin g c o m p reh en sio n —stru c tu re IS .2.S M o n ito rin g c o m p reh en sio n —vocabulary I 0 In this table, the most frequent category has been darkened. Examples o f these strategies are: C ode M-S-32 C om m ent / Interpretation Full U n it R esponse She's very diabolic. T his witch is Thinking about the audience: As really bad. Now vou will not she’s translating the passage, she’s escape. But we know he will hoping for a specific turn o f events. She especially thinks o f the escape. I hope so Qshe smiles^. All the children expect that, too. I readership o f this story. This is one 133 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 5 M-C-12 M-C-S M -E-32 M -E-40 way to be a critical reader. expect that, too. A nd all the tales have a happy en d in g for the children... in general. U fL.H ow m any thingsl I was ju st E valuating th e tale: She evaluates the passage from a linguistic point thinking th a t this phrase was difficult to understand in the sense o f view and says th a t it’s not th a t that it’s very long. W ell, not difficult to understand. Yet, the images em bedded in the passage are really difficult to understand difficult to visualize as p art o f the because linguistically you can story. Since M erc6 is a highly understand it. I t’s ju s t th at it’s skilled reader, visualizing is an hard to visualize it. So this part essential p a rt o f reading. was kind o f stran g e. W ell not really stran g e (and she mumbles). M o n ito rin g com prehension: Merc6 And this phrase “m other o f G od” is m o nitoring the word choice o f the sounds a little bit too religious, at least for me as I am reading. This tale. She is n o t only discussing the can be due to th e translation. And implications for the tale but also considering the translation from also this p a rt th a t says “G od”... Russian and the religious faith this which god? tale belongs to. M o n ito rin g com prehension: She is T he eagle ate a piece o f his flesh. able to identity elem ents o f the tale This w ould be th e th ird typical trait o f m any tales. O f m ost tales. structure. She is already m aking generalizations about events and the It’s p a rt o f a triple structure. So this will happen here. structure. H er observation about one word is T h a t w ord I told you about must really im portant. It shows the be im portant because it came up m onitoring o f the w ord in the again. Yes. co n tex t o f the narration. Table 33 Examples o f Merce’s Comprehension Monitoring Strategies As it can be observed from Tables 32 and 33, most o f Merce’s metacognitive strategies correlate with her comprehension monitoring. She is aware o f obstacles and challenges as she reads, but she’s most concerned with making sense out o f the text. For that, she gets invested in the text as she is reading. She reacts to it in terms o f liking it or disliking it, evaluating it as a piece o f narrative, and above all responds to it as a tale. She follows the narration closely and reacts to it, analyzes its structure and observes the vocabulary used. She plans, monitors and reviews her reading comprehension to the same extent in all three languages. 134 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 Surprisingly enough, the m etacognitive strateg y count dropped when she was reading in E nglish and it focused more on dealing w ith unknow n vocabulary. It is im portant to notice th at overall she had the highest count o f m etacognitive strategies across languages w hen compared w ith the o th er five readers (see ch art 25). Case Two Carme Focus on Grammar and Reading: Learning Advanced English Grammar and Improving Reading Because Carme was taking some private English classes, she th o u g h t th at participating in my study w ould provide her w ith an opportunity to practice her E nglish language skills. Once she found out th a t she had to read for this study, she decided that talking in E nglish about her reading strategies in either o f her three languages was going to be an opportunity to use her L3. From the think-aloud protocol, the profile th at em erged o u t o f the analysis o f her reading strategies showed th at she som ew hat relied on m etacognitive strategies (see Table 34). Eleven o f the thirty-nine reported strategies were metacognitive. Carm e used many m ore strategies while reading in Spanish than in the o th er two languages: 20 for Spanish, 13 for English and 6 for Catalan. Table 34 Carme’s Reading Strategies No. C ategory l Expressing interest/engagem ent Using the dictionary Using intertextuality Identifying important words Rereading Using the title Visualizing Identifying a narrative pace 2 3 4 5 6 7 8 Carme c S E 0 1 0 1 9 1 0 5 1 1 3 0 0 1 0 6 3 0 1 3 I 0 0 0 2 0 1 2 l 0 2 5 135 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 9 10 11 12 Deducing from the text Inferring from the text Dealing with unknown vocabulary Guessing unknown vocabulary Translating Summarizing the narrative Making predictions Using the names Using pictures Using metacognition Total 0 0 2 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 5 11 6 13 39 20 In this table, the m ost frequent category has been darkened. 13 14 15 16 17 18 0 0 0 0 0 0 6 C arm e relied heavily on three cognitive strategies: using intertex tu alitv . rereading, and identifying a narrative pace as she read the tales. She noticed changes o r variations and she made com m ents on the irregularities she identified. M ore often than o th er readers, Carm e was ready to make connections w ith the previous Russian tales she read. She was looking for some kind o f connection and she also used the previous knowledge to help her build meaning. As she read, she reported rereading sections o f the narrative. She was not necessarily having extensive difficulty but she needed a second chance to make sense o f the text. Exam ples o f her use o f cognitive strategies are: Code C-S-6 C-S-9 Full Unit Response I have the sensation th a t the tale is go in g too fast (m aking rapid gestures w ith her hands). A boy was born and suddenly he’s grow n. Everything goes on really fast. I w ould like to know m ore details. H ere w here it savs T h e sun's sister [[pointing a t the location w ith h er finger[]. It g o t me started thinking also before (she looks back a t previous pages) about magical powers. T h e sun...([and she la u g h s] reminds me o f Aztec m ythology and all that. T h e name the su n ’s siste r makes me think o f som ething Aztec. I t Comment / Interpretation She notices th e narrative speed and she is aw are that she would like m ore detail. From a specific p o in t in the narrative C arm e makes associations. In this case, they are n o t really well grounded since th ere is no intended connection between this tale and th e Aztecs. 136 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 rem inds me o f som ething like that. Oh, yes. And also before w hen the sto ry was really vague and g o in g very fast it was like a movie w ith a sequence o f images th a t I d id n 't understand. B ut now w ith the sun’s sister, the mouse, and more action, I see it more like reading the comics w ith draw ings and hum or, w ith a plot, doing stuff and all t h a t ... no t so much like a serious movie. So this last p art doesn’t seem so m uch like a Russian tale. I t feels closer. C -S-24 T his p art I read twice (pointing a t the location o f the passage w ith h e r finger). It savs “Shining sun open the little window.” 1 th o u g h t it was funny. S hining sun... a large object... open the little window... a small object... 1 th o u g h t this was funny [sh e laughs[]. C-S-26 H ere’s another p art th a t makes me think o f another tale. H ere the w itch looks up. It rem inds me o f th a t tale about a plant th a t grow s high up to the sky. A bean plant. And up there, there was a castle. I tho u g h t o f th a t tale. In this case, this is not related to this tale. In m ost tales, there is a castle. In fact I saw this one (pointing to a draw in g o f a tale in the copies o f the tale). It made me th in k that there was a castle up in the sky, although the castle I have in m ind does not look like this one. C - E - ll A nd in the other one, th ere was no dialogue. It was m ore n arrativ e explaining w hat was g o in g on. But here, yes, there is dialogue. C -C-4 I don’t understand this p a rt [sh e rereads tw ice]. It was ju s t a p a rt I d id n ’t understand. C-S-22 T h e connections th a t Carme is doing here show th a t as the narration sta rte d going on, the reading becam e easier and easier. A lso as the narrative became clearer her perceptions o f th e tale changed. T his observation about the contrast in th e description shows th a t M erce is aware of visual images embedded in the narrative. She visualizes the scenes and she is critical o f the outcom e. She is again m aking associations as she reads. She is aware th a t h er previous knowledge o f fairy tales is not as helpful w ith this Russian tale. T his observation goes to show th a t she is aw are o f the narrative stru c tu re o f the text. She rereads the passage and reports that. Table 35 Examples o f Merce’s Reading Strategies As m entioned before, w hen she encountered a reading problem , she im m ediately made use o f m etacognitive strategies. From Carm e's perspective, her L s lim itations w ere a language problem , m eaning limited vocabulary and lack o f fam iliarity w ith the language. B ut it was also a problem th a t she was tak in g care o f 137 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 and a problem that w ould eventually go away. A lthough she w as perfectly aware o f several reading techniques in L l/L 2 , she thought th at her L3 strategies were com pensatory in nature. Carm e was the second stu d en t who used the technique o f w ritin g margin notes in the articles she read. T h is technique was yet an o th er exam ple o f a com pensatory strategy th a t helped her bridge the gap betw een th e missing vocabulary and study requirem ents for the doctoral class she was taking. From the m etacognitive categories th at em erged in the think-aloud, the la rg e r num ber was centered on m onitoring reading com prehension (see Table 36). T h e actual num ber o f strategies varied from language to language: Spanish (5), E nglish (3) and Catalan (0). Could it be assumed th at th ere was no need to use m etacognitive strategies in C atalan because there were no read in g challenges to overcome? A pparently the num ber o f strategies dropped dram atically in this case. Table 36 Carme’s Metacognitive Reading Strategies No C ategory IS.l M etacognitive T h in k in g IS . 2 M onitoring C om prehension M onitoring R eading 1S.3 1S.4 C onfirm ing Inform ation M etalinguistic T h in k in g 1S.5 T o ta l In this table, the m ost frequent category Total 0 C E s c 0 0 0 5 3 0 0 1 1 0 I 0 1 0 0 0 0 0 11 6 5 0 8 has been darkened. Exam ples o f these strategies are: C ode C-S-15 Full U n it R esp o n se Because I did n ’t fully understand w hat was going on before now I don’t quite follow w hat’s going on here Qpointing location w ith her finger^. It says th a t “th ere was onlv one reference left" b u t I can’t C o m m e n t / I n te rp r e ta tio n M o n ito rin g reading: T h e reader is aware th a t th ere has been a com prehension breakdown. She’s able to locate th e p a rt where she got lost. T h is ability will allow her to determ ine w h a t strateg y she will use to im prove com prehension. L3S Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 C-S-18 C-S-27 C-E-1S rem em ber w h at happens to th a t m ountain. I do n ’t know. N ow it's better. It’s talking about som e things th at had been m entioned before. 1 can rem em ber them (pointing location w ith h e r finger). I ju s t finished reading (the tale) b u t I did not understand how it ended. I didn’t understand it. Is it really over? (she turns to the n ext page to confirm that it in fact has ended and she laughs). I didn’t understand the ending (and she laughs again). I read the last two sentences and I still don’t g et it. I have a feeling like it has not ended. I don’t know. Can I look and see how much I have left to read. M o n ito rin g com prehension: She is able to point w here in the tex t some events w ere m entioned before. She is aw are th a t she can m onitor her reading com prehension b it by bit. M o n ito rin g com prehension: U sing the sam e strateg y , she continues m onitoring the narrative action. As she reaches the end o f the tale, she expresses th a t her expectations are n o t m et. She even questions the fact th a t she has com pleted the tale. C onfirm ing inform ation: She m onitors h er reading process. She w ants to brow se and see how much m ore she has left to read. Table 37 Examples ofCarme’s Metacognitive Reading Strategies Table 38 Carme’s Comprehension Monitoring Strategies No C ategory C E s 18.2.1 IS.2.2 IS.2.3 18.2.4 18.2.5 0 0 A ssociation o f themes I 1 T h in k in g ab o u t the audience I 1 E valuatin g the tales 2 1 R eacting to previous experiences M on ito rin g com prehension —likes and dislislikes 2 0 M o nitoring com prehension 1S.2.6 1 1 reaction to the tale M on ito rin g com prehension — IS.2.7 1 1 stru ctu re IS.2.8 M onitoring com prehension — 0 0 vocabulary 8 T o ta l 15 In this table, the m ost frequent category has been darkened. c 0 0 0 1 0 0 0 0 2 0 0 0 0 0 0 3 0 0 139 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 Examples o f these strategies are: Code C-S-19 C-S-2S Full U nit Response I like this p a rt because there is a m ouse ta lk in g (pointing location w ith h e r finger). I t makes the tale more appropriate for children. I like this m ore. Before it was very serious and form al. Now, there’s a mouse th a t talks. Before I read this tale I th o u g h t it was m eant for an adult audience. B ut when I read this p art about the little mouse talking then I th o u g h t th a t maybe children could read this story. I still think th a t a child w ould not understand the first p a rt o f this story. This latter p art w ould be easier. T h is is like a sto ry but not like a tale. F o r me, it's a like a story but not like a tale for children. A story is ju s t an account o f events that I know about so I tell you this is w hat happened to a person. But it is not structured like a tale. T h e way to narrate events in a tale w ould be different (hesitating before she speaks). It would begin w ith a phrase like “once upon a tim e...” and this and this happened ... and the ending would be different ^different from w hat it is now^- T h e e n d in g w ould be explained w ith more details perhaps this one ends too abruptly. Ju st like that. It doesn’t tell you “and the prince o r whoever, the child cam e back w ith his parents and n o th in g Qbad]] happened ever again. T h a t e n d in g th a t indicates th at n o th in g Qbad^ can go on. But here this one, the sto ry can continue. As I was reading the last sentences in the tale I was expecting to find some kind o f “lesson” o r “teaching," so m eth in g like a door th at gets sh u t forever. B ut in this tale, no, there isn’t one. T h e re ’s no ending. W ell, m aybe th ere is b u t for me it’s too a b ru p t. Comment / Interpretation T h in k in g about the audience: T h e perspective the reader has here shows th a t she is concerned w ith those who will read the tale. H er own perception seems to change and she says she likes the tale more. A t this point she brings the issue o f readability and makes some comments reg ard in g the difficulty a child w ould face w hen reading this tale. E valuating the tale: H ere the reader elaborates on a distinction between a story and a tale. F o r her, a tale is closer to a fable in the sense th a t it has a specific teaching purpose. M oreover, the tale has a predeterm ined stru ctu re and w ording th at a story w ould not have. It seems that for her a tale is an example o f a much m ore literary piece o f narrative. It is based on these conditions th a t she evaluates the tale she’s reading. 1 -tO Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 C-E-6 T h is p a rt w here the photocopy shows p a rt o f the nex t page bothers me (she laughs). Yes, because I get distracted. I’m reading but I am aw are th a t there is som ething there. I don’t like that. C-E-9 T h e re ’s a character here th at makes me th in k o f the Russian President, Boris Yeltsin. Big guy, w hite hair. M o n ito rin g comprehension: In this case, th e reader is aw are th a t som ething external to the te x t is bothering her. T h is is affecting her com prehension level and she aw are o f that. R eacting to previous experience: T h is is an example o f how the reader is co n stru ctin g m eaning out o f extra-linguistic sources. She makes an association with Y eltsin sim ply because he is Russian. Table 39 Examples ofCarme’s Comprehension Monitoring Strategies It can be observed from Tables 37 and SS th a t m ost o f C arm e’s m etacognitive strategies correlate w ith her m onitoring o f com prehension. T h e num ber of m etacognitive strategies th at Carm e used is, along w ith N uria’s, the low est o f all the readers: only 11 instances o f strateg y use. M ost o f these are used to m onitor com prehension and reading processes. Carm e plans, m onitors and reviews her reading com prehension m ostly in Spanish and English. Carm e was a conscientious reader who apparently m anaged to g et reading tasks com pleted by using cognitive strategies such as reread in g and finding a narrative pace. She dealt easily w ith unknow n vocabulary and she used m etacognitive strategies when needed. In her L3, she did not seem to need to use them as frequently (see T able 25). Case Three Roso Focus on Reading Tales and Real Life: Critical Reading - Reading for Life Roso was a reader who did n o t stay w ithin the boundaries o f a w ritten text. She continuously searched for connections betw een the narrative o f the folk tales and 141 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 examples from her real life. T h is continuous effort to connect the events presented in the tales w ith reality made her come across as a very involved critical reader. O f 60 reported strategies, 50 were divided evenly betw een Spanish and English and 10 were reported for Catalan (see T able 40). O f the total, 36, were m etacognitive strategies, while th e rest were spread over the rem aining 17 categories. Table 40 Roso’s Reading Strategies N o. Category T otal i Expressing interest/engagement Using the dictionary Using intertextuality Identifying important words Rereading Using the title Visualizing Identifying a narrative pace Deducing from the text Inferring from the text Dealing with unknown vocabulary Guessing unknown vocabulary Translating Summarizing the narrative Making predictions Using the names Using pictures Using metacognition Total i 2 3 4 5 6 i S 9 10 11 12 13 14 15 16 17 18 S 1 lo s o E 0 c 0 0 0 0 0 0 0 0 2 0 0 0 1 0 0 2 1 0 0 0 0 0 0 0 2 0 0 I 0 0 0 0 0 0 2 0 2 0 4 1 I 3 4 0 2 0 0 o I I 1 0 I I 0 I 2 I 0 0 0 I 0 0 0 7 36 19 10 10 60 25 25 In this table, the m ost frequent category has been darkened. Roso prim arily relied on one cognitive strategy: sum m arizing the narrative as she read a text. She frequently restated the facts o f the n arrativ e passages as she was reading. R estating and sum m arizing helped her u n derstand th e te x t as she w ent along. Also, from tim e to time, she translated parts o f the narrative. She also 142 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 used oth er cognitive strateg ies such as identifying im p o rtan t w ords and dealing w ith unknown vocabulary. W h en she encountered a reading problem, she immediately made use o f m etacognitive strategies. Examples o f her use o f sum m arizing abilities are: Code Full Unit Response R-E-22 Here he’s trapped. R-E-25 Here the old m an is going to help [[she reads a sentence aloud]. R -C -ll Here in this p art, when the Czar’s daughter asks him how he got all his w ealth and he’s actually honest and tells her. See, from the very beginning, F e d o r’s depicted as a mean character, b u t now apparently he’s honest w ith his wife. “E xplain to me how you did it.” And then he explains it. He acknow ledges th a t he stole the stuff and th a t he lied. And that lie that the m o th er ate the child is so out o f proportion. And o f course the child was listening. And the child transform s F edor into a dog... th a t’s really funny. “Fedor was transform ed into a dog.” A t the end th e child asks the m erchant how he could believe th at a m o th er w ould eat her child. He tells him th a t th a t is more incredible th an th a t a d o g would e a t ... R-E-7 R-C-12 Finally, Ivashko goes to the stone. Comments /Interpretation She sum m arized a big section in a phrase. She sum m arized a long section in one phrase She quickly sum m arizes another big section and she reads aloud the concluding part. She is sum m arizing and to a certain degree explaining her view o f the tale: She sum m arized a long passage. Table 41 Examples o f Roso’s Reading Strategies T h e practical approach th a t Roso used for reading seemed to reflect her career orientation. She seem ed to be ready to graduate and move on into the "real world." So for her, w h atev er she read needed to make sense in term s o f her ow n life. She had a teaching license w hich allowed her to teach a t the elem entary school level. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 W henever she tried to understand a new concept o r idea, she sim ultaneously prepared herself to explain the newly acquired knowledge to others, especially young children. O f the m etacognitive categories th a t em erged in her think-aloud, the larger num ber was centered on m onitoring reading com prehension: 2 6 o f 3 6 (see T able 4 2 ). T he actual num ber o f metacognitive strategies varied across languages: Spanish ( 19), E nglish (1 0 ) and Catalan (7). T a b le 42 Roso*s M e ta c o g n itiv e R ea d in g S tra te g ie s No C ategory 1S.1 18.2 18.3 IS .4 IS .5 M etacognitive T hinking M o nitoring Com prehension M o n ito rin g Reading C onfirm ing Inform ation M etalinguistic T hinking T o ta l Total 1 26 6 I 2 36 R S I 0 17 5 1 1 0 3 0 1 19 c E 0 4 2 0 1 10 1 Examples o f these strategies are: C ode R-E-S3 R-E-16 R-S-13 Full U n it R esp o n se If I w ere to retell the story, I would not really tell you the whole tale, I w ould only tell you half o f the story. I’m sure th a t these key w ords w ould give me the key to the gaps o f the plot th a t I have. I can tell you the overall story line but no t the details. See I can tell you the sto ry line but not the "intriga." I have recreated the tale in my mind b u t I th in k th a t a g reat deal I have made up fsh e smiles]]. M aybe I should have read this a t home. So th a t I could have come m ore prepared because this te x t is com pletely new to me. W ait, w asn 't he mute? fShe goes C o m m en t / I n te rp r e ta tio n M etacognitive T hinking: She is quite aw are th a t she filled up the com prehension gaps w ith her own ideas. She can evaluate how much she’s understood and she knows she w ould able to retell the overall story. She knows she missed the details o f the story. M onitoring Reading: T h e reader th o u g h t o f one way in w hich she could have im proved her reading com prehension. Despite the fact th at this reading was not required for a class, she felt the pressure to understand it thoroughly. C onfirm ing Inform ation: She was 144 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 5 back to the previous page w here it aware th a t she m ig h t have is stated th a t he’s mute. She reads m isunderstood a previous section. aloud."] M ute from the m om ent o f So she w ent back to check the his birth. And then he savs ("she passage. She then m ade a joke reads aloud from following page]]: about how th e te x t did n o t make asking h er for permission to go sense. back and visit his home countrv. He probably asked th a t using sign language []she smiles]]. I’m feeling a little bit nervous about M etalinguistic T h in k in g : She R -E -2 1 stated her views on h er reading my reading pace. N ot because o f speed in E nglish com pared to the cam era but ju s t because I am aw are I’m much slow er th an in Spanish, C atalan and French. C ross-linguistic com parison was Spanish o r Catalan. N ot only because I have to read this tale but im portant for her. because the complexity o f the tale does n o t allow me to go faster. I g et the main plot but I have to pay m ore attention if I w ant to understand all the details and to avoid g ettin g lost. In F rench I can read the whole tex t w ithout stopping because I can understand the m eaning o f all the w ords. T a b le 43 E x am p les o f R o so ’s M e ta c o g n itiv e R ead in g S tra te g ie s Table 4 4 Roso’s Comprehension Monitoring Strategies No 1S.2.1 1S.2.2 18.2.3 18.2.4 18.2.5 18 .2 .6 18.2.7 IS .2.S In this Category s R c E 2 2 4 Association o f themes T h in k in g about the audience 5 3 0 3 Evaluating the tales 3 0 R eacting to previous 5 5 0 experiences M onitoring com prehension — likes and dislislikes 0 0 0 M onitoring com prehension — 7 4 2 reaction to the tale M onitoring com prehension — 1 0 0 structure M onitoring com prehension — I 0 vocabulary 1 26 17 T o tal 5 ta jle, the m ost frequent category has been darkened. 0 2 0 0 0 1 I 145 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 0 4 Isidro - Chapter 5 Table 45 Examples o f Roso's Comprehension Monitoring Strategies Full Unit Response Comment / Interpretation Code R-S-14 R-C-1S R-S-19 She said goodbve w ith g reat tenderness and she ffave him two apples and a comb. W h a t’s this? T w o apples o f vouth... [[She mumbles as she’s reading aloud.[) It’s good th a t the tale is a little bit magic. This is w hat children rem em ber the most. 1 rem em ber th at I used to w atch a show on T V when I was a child. I don’t even rem em ber the title o f the show. But it was m ore o r less magic. T h ey had a suitcase that they opened from time to time. T h e w itch sat dow n inside the large suitcase and she traveled on the suitcase. She had a c a p e well she had three things: a cape... when she wore the cape, she became invisible. T his way she could spy on everybody. And the th ird elem ent was a ring w ith a nice stone. W hen she rubbed the stone, her wishes w ere granted. She’d say “now I w an t..." w hatever “...a zebra.” So, w hat one can rem em ber are these magical powers th a t one likes the most. “infamous”... another w ord th at would not be appropriate for a children’s tale. A six o r seven-year old would not be able to understand the phrase “an infamous butler.” (She mumbles a few w ords to herself while reading) H ere w here it says votir sister is sh arpening her teeth to eat vou. I don’t like this p art because they are m aking Ivan think bad o f his sister. Even if it were true, it's going to create a conflict between the tw o o f them [The she reads a few lines to h erself m um bling a few w o rd s]. O h, so the w itch was his sister. Association w ith o th e r ideas: T h e reader m ade som e associations with previous personal experiences. T h e y w ere triggered by the co n ten t o f the tale and they became quite com plex and relevant as she was evaluating the tale. Because the associations were linked to the topic o f “magic,” she was n o t really o ff the topic. T h in k in g about the audience: T he reader is already m aking some decisions about word-choice in this tale. She is thinking more as a children’s tales ed ito r than as a recreational reader. E valuating the tale: As she’s reading she's m ak in g some judgm ents as if she w ere the tale w riter. By tak in g this stance, she’s really a critical reader. 1*6 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 R-S-12 R -E-28 R-C-6 T his p a rt is m aking me think about m yself w hen he says whv do vour eves look as if vou have cried a lot because w hen th a t happened to me, my auntie told me th a t I looked like I had been cry in g for hours. M y eyes w ere so irrita ted w ith the conjuntivitis. T h e y w ere so very red. T h e n I w en t o u t and w ith the b rig h t lig h t I felt th ey g o t more irritated. I could n o t even drive. M v uncle had to take me. It m ust have been the wind th a t got them so irritated. "...a little house stan d s on a chicken leg...” Qshe smiles am used by the phrase]]T his p art is so typical. T his man th at was listening to “th ree wise old men." W ell, ju s t th e fact th at they are old implies th a t they w ere wise. T h a t's so typical o f these tales..that they are three. R eacting to previous experiences: As she is d o in g the reading, she im m ediately relates the content o f the tale w ith h e r own reality. F ro m this p oint on, she integrates h er ow n experience into the reading. M o n ito rin g comprehension: She is reading and understanding. This is one exam ple o f a non-verbal reaction to the tale. M o n ito rin g comprehension: As she’s read in g she picks on the fact th a t th ere are three kings. She connects th a t point to the overall stru c tu re o f th e tail. It is easy for h er to elaborate on the importance o f this num ber three. T ables *2 and -Hr show th a t m ost o f Roso's m etacognitive strateg ies are in correlation w ith her m o n ito rin g o f com prehension. She is an involved reader who responded to the tales w ith b o th surprise and critical stances. She immediately saw h e rself as an editor for a ch ild ren ’s tale. She followed the n arratio n closely and reacted to it, analyzed its stru c tu re and observed the vocabulary used. She m onitored her com prehension o f the tale, th o u g h t about the audience, made num erous associations, and evaluated the narrative itself. H er use o f metacognitive strateg ies was m ore noticeable in Spanish than in E nglish o r Catalan. Surprisingly enough, th e m etacognitive stra te g y co u n t dropped when she was read in g in E nglish, d esp ite her linguistic lim itations. O n th e whole she was an average m etacognitive s tra te g y user, sim ilar to S ergi and Pilar. 1*7 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 Case Four Sergi Analyzing Reading: Reading and Thinking about Reading Sergi seemed to enjoy participating in this study. He was eager to reflect upon his ow n reading behavior. H e recommended some ways for me to make the think-aloud less intrusive. A t the beginning, my research was incom prehensible to him. He was n o t sure w hether I was try in g to investigate how he had learned to read o r w hether I was interested in his reading com prehension proficiency in English. In part, d u rin g o u r conversations, he was try in g to figure out w hat I was researching. A lthough he had read the description o f my study, (Appendix A), he did no t know about the possibilities o f a specialized study o f reading. From the think-aloud protocol, the profile th at em erged from the analysis o f the reading strategies shows solid reliance on m etacognitive strategies (see T able 46). T h irty -th ree o u t o f the sixty-six reported strateg ies were metacognitive. Sergi used more strategies w hile reading in English and Spanish compared to Catalan: 31 for English, 25 for Spanish and 10 for Catalan. Table 46 Sergi’s Reading Strategies N o. C ategory l Expressing interest/engagem ent Using the dictionary Using intertextuality Identifying important words Rereading Using the title Visualizing Identifying a narrative pace Deducing from the text Inferring from the text Dealing with unknown vocabulary 11 3 4 5 6 1 8 9 10 11 Sergi 3 S 3 E 0 c 0 3 I 1 0 0 1 3 0 0 0 1 0 11 1 0 I 2 1 3 3 0 0 1 0 1 0 5 1 0 0 2 0 3 0 0 0 0 0 0 3 14S Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 5 12 13 Guessing unknown vocabulary Translating Summarizing the narrative Making predictions Using the names Using pictures Using metacognition Total 3 1 2 0 0 0 0 0 1 0 I 0 14 0 0 15 0 0 0 16 I 1 0 17 1 1 0 0 5 14 18 33 14 10 66 25 31 In this table, the m ost frequent category has been darkened. Sergi primarily relied on one cognitive strategy: re-reading. He very frequently used quite a number o f other strategies, most o f them related to dealing with unknown vocabulary. When he encountered a reading problem, he immediately made use o f cognitive and metacognitive strategies. Examples o f his use o f rereading are: Code S-S-7 S -S -ls S-E-15 S-E-29 S-E-36 S-E-37 Full Unit Response I reread this part. H ere again. I reread this part because it talked about the apples. I’m not sure w hat’s g o ing to happen with them but I’m sure they will play a role in the n arration later on. This is because maybe you are ju st reading som e articles in which th ere’s an introduction and you can usually read th at faster because la te r on they’ll explain th at w ith m ore time. Now, I’m rereading the beginning o f the new paragraph because I g o t lost. I started rereading this first paragraph because I wanted to know w h at was going on. Comments/Interpretation He frequently used this strategy. He rereads in preparation for m ore com plicated parts o f the tale. He transferred this kind o f approach from his train in g in reading technical articles. It seemed to work for him. He relies on rereading as his num ber one strateg y when his com prehension breaks down. Because he is anticipating some complications and he w ants to prevent any m isunderstandings, he starts rereading. I am rereading ... I was thinking As he is rereading, he reflects upon the th a t I should read more slowly... fact th a t he needs to take m ore tim e to concentrate. As he is rereading, he reflects upon the I am reread in g because o f the sentence structure and o th e r issues o f sentence structure. I had not 14-9 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 5 S-C-9 seen this sentence structure before...well, o f course, I understand "Speak the tru th ” is transitive but th a t’s not very com m on. Let’s see “speak the tru th ” is “say the tru th .” So the tran slatio n for “speak" is “say.” T h a t’s not common. ”Va ....el Hit’? “Va .. el Hit”? w hat? Oh, I see. You see w hat I mean? W hen I read this p a rt I th o u g h t som ething else was g o in g on. I am rereading this part because o f this phrase. It’s strange th at they blamed the mother. translation. He is rereading aloud try in g to make sense. And he finally understands the passage. He successfully uses the rereading strategy. He is reading because he questions his ow n understanding o f the tex t. He thinks th at w hat he understood is “strange." He is coping w ith an ex tern al S -C -l I T h is p art I had to read it again. interference, “after-dinner lack o f U sually after dinner I can’t concentrate as well Che sm iles]. concentration," by rereading. T a b le 47 E x am p les o f S e rg i’s R e a d in g S tra te g ie s S-C-10 F rom the m etacognitive categories th a t em erged in this think-aloud, the larg er num ber was centered on m onitoring reading com prehension: 19 o f 3 3 (see T able 4 S ). T h e actual num ber o f m etacognitive strateg ies was the same in Spanish (1 4 ) and E nglish (1 4 ). T a b le 48 S e rg i’s M eta c o g n itiv e R e a d in g S tr a te g ie s No 18.1 18.2 1S.3 18.4 18.5 C ategory M etacognitive T h in k in g M o n itoring C om prehension M onitoring R eading C onfirm ing Inform ation M etalinguistic T h in k in g Total S S E c I 0 l 0 19 11 5 3 12 3 i 2 1 0 I 0 0 0 0 0 33 14 14 In this table, the m ost frequent category las been darkened. ... 5 _ 150 permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 Examples o f these strategies are: Code S -E -5 1 S-S-29 Full Unit Response I would like to read it again to really understand all the details. I f I read again, I w ould w rite dow n all the words th a t I d o n ’t know and would look them up. I g o t the gist o f the tale now. W h at I would do is to skim the whole te x t and then I would underline all the words. A fter th a t I would have looked up all the words. T h e syntax was not a problem for me... the words were. F o r example, here. T h ey use the dim inutive open the little window fabrem e la ventanita“|. It was very noticeable. I knew they w ere using the dim inutive for a purpose. T h ere are a few w ords th a t I’ll need to go back to later. Comment / Interpretation M etacognitive T hinking: A t this point, he form ulates a set o f strategies to cope w ith reading lim itations: rereading, looking w ords up, and skim m ing in order to im prove his reading comprehension. He is quite aw are th a t there are ways for him to improve his com prehension. M o n ito rin g Reading: He exemplifies one way in which he used a linguistic feature to build up a reading strateg y . C onfirm ing Inform ation: He has in the back o f the mind, a count o f the few words he would need to go back and check for meaning. T his aw areness allows him to feel com fortable about his reading. T a b le 49 E xam ples o f S e r g i’s M e ta c o g n itiv e R e a d in g S tra te g ie s S-E-S T a b le 50 S e rg i’s C o m p re h en sio n M o n ito rin g S tr a teg ies No 18.2.1 1S.2.2 1S.2.S IS.2.4 1S.2.5 C a te g o ry Association of themes T h in k in g about the audience Evaluating the tales R eacting to previous experiences M onitoring com prehension —likes and dislislikes S s E c 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 151 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 M o n ito rin g com prehension 0 2 - reaction to the tale 1 8 .2 .7 M o n ito rin g com prehension —s tru c tu re 12 7 M on ito rin g 18.2.8 com prehension * 1 - vocabulary 19 T o ta l " In this table, the m ost frequent category 1 8 .2 .6 1 0 2 0 3 3 0 5 3 has been darkened. T a b le 51 E x am p les o f S e rg i's C o m p reh en sio n M o n ito rin g S tra te g ie s Code S-S-20 S-S-22 S -S -li Full Unit Response I was ju s t thin k in g about the fantasy in these kinds of tales. A ny th in g can happen. For exam ple, the magic apples. It’s ju s t th a t these are very strange ideas ... this one about the handkerchief. You read about it and you’re not used to this kind o f fantasy. Now here, w hen he arrives, she asks him to play the harp while she prepares dinner. T h a t’s not norm al. If she had no t seen him for a lo n g time, w hy would she ask him to play the harp? I’m th in k in g o f the structure of the tale. I have clear in my mind th a t this is a tale. This is really com plete. It has the three typical parts o f a tale. (^Pointing a t some previous pages]] It has a protagonist, the bad guy, etc. In fact, I actually w ant to read the tale [Tie smiles]]. Comment / Interpretation E v alu atin g the tale: He is aware th a t th e re are elem ents of fantasy in th e tale. He is taken by surprise bu t also he is able to describe exactly w hat he means. He knows about "these kinds o f tales.” C om prehension M onitoring: He is definitely following the logic o f the tale as he’s reading. He is taking the tim e to analyze a discrepancy from his logic about the narrative o f th e tale. C om prehension M onitoring: He is definitely aw are o f the stru ctu re o f th e tale. He analyzed the tale and found a co n stan t num ber o f three elem ents. D ue to his success analyzing the structure, he felt eag er to read the tale. T ables 4-S and 5 0 indicate th a t most o f Sergi’s m etacognitive strategies, like those o f the o th er readers, correlate w ith his m onitoring o f com prehension. He concentrated on m onitoring his read in g and the m eaning o f the tale. H e paid particular a tten tio n 152 Reproduced with permission o f the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 to the stru ctu re o f the reading. H e followed the narration closely and reacted to it, analyzed its stru ctu re, and observed the vocabulary used. Like Carm e, Roso, and Pilar, he used m etacognitive strategies for L2 and L s m uch m ore frequently than for L l. H e used more m onitoring com prehension while reading in Spanish than in reading in English, and m ore m o n ito rin g the reading process strategies while reading in E nglish (see T able *S). C ase F ive N u ria Improving Reading Proficiency: Acquiring Better Reading Skills N uria was tak in g a preparation course for an international E nglish examination, Cam bridge F irs t E nglish Certificate. O n several occasions we discussed Oscar W ilde's T h e Im portance o f Being E arn est. She explained to me th a t it was a class assignm ent and th at she was procrastinating. She had to have the reading done and she was afraid to g et started. O nce she did, she was engaged by the story. She did not think the read in g was hard and she thoroughly enjoyed the play. W e discussed a couple o f the scenes and she was definitely interested in m aking sure she understood all the details o f the play. She took a test on the play and received an excellent grade. It is im portant to point o u t th a t in her view, the much sh o rte r Russian folk tale we read was much harder th an O scar W ilde's play. She im m ediately attributed th a t to the fact th a t the folk tale attem p ted to reproduce the language o f an older period. She was also aw are th a t h er knowledge o f Russian cu ltu re and civilization was lim ited. F ro m the think-aloud protocol, the profile th at em erged show ed a reader w ith a g re a te r variety b u t sm aller num ber o f strategies (see T a b le 52). Eleven o f the th irty -o n e re p o rte d strategies w ere m etacognitive. N uria used m ore strategies 153 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 while reading in English and Spanish compared to Catalan: 10 for English, 14 for Spanish and 7 for Catalan. T a b le 52 N u ria's R e a d in g S tra te g ie s C ategory N o. i 2 3 4 5 6 7 S 9 10 11 12 13 14 15 16 17 IS Expressing interest/engagem ent Using the dictionary Using intertextuality Identifying important words Rereading Using the title Visualizing Identifying a narrative pace Deducing from the text Inferring from the text Dealing with unknown vocabulary Guessing unknown vocabulary Translating Summarizing the narrative Making predictions Using the names Using pictures Using metacognition Total S Nuria E c 0 0 0 0 0 2 0 0 0 0 0 2 0 0 0 0 5 3 I 1 0 0 0 6 2 3 I 0 2 I 1 0 0 0 0 0 0 2 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 2 11 3 0 1 1 31 14 10 i I In this table, the m ost frequent category has been darkenec . N uria had tw o preferred cognitive strategies: reread in g and visualizing the narrative as she read a text. She used a wide variety o f o th e r cognitive strategies including using in tertextu ality , using pictures, dealing w ith unknow n vocabulary, and identifying a narrativ e pace. Examples o f her frequent cognitive strategies are: Code N-S-15 N -E -2 Full Unit Response I ju s t had to re-read a p art because now th e re ’s a mouse and I didn’t know w here it came from... oh I see. I’m thinking th a t I am not understandin g anything, th a t I Comments / Interpretation T h e reader uses reread in g as her m ost com m on cognitive strategy. She relies on reread in g as soon as she realizes th a t h e r reading 154 permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 N-C-6 N-S-6 N -S -ll N -E-5 have to s ta rt rereading. I reread this part. I was confused w hen he said “Do you ... o f ashes?” I don’t know. T h a t’s strange. I can im agine a horse with a saddle Now I’m im agining a forest w ith the trees cu t down. And now, the forest growing... the apples...that’s very abstract. I d on’t really see them Qthe elder w om en] g e ttin g younger. It’s m ore ab stract. I cannot really picture the process. I’m visualizing the story. com prehension fails. She relies consistently on rereading as h er m ost useful cognitive strategy. She visualizes the images she reads about. H er visualizing strateg y fails w hen the narrative gets m ore complicated. She relies on this strateg y of visualizing consistently. She relies on the strateg y of visualizing consistently I was im agining a bridge... and now ^unintelligible]]... I’m tellin g you w hat I crosses my mind. T a b le 53 E x a m p le s o f N u ria ’s R ead in g S tra te g ie s N -C -i As mentioned before, when she encountered a reading problem, she made use o f a few metacognitive strategies. From the metacognitive categories that emerged in this think-aloud, the majority were centered on m onitoring reading comprehension: 6 of 11 (see Table 54). T he actual number of strategies was quite irregular across languages: Spanish (3), English (7) and Catalan (1). It seemed that she required more monitoring strategies in English: a total of 6 (comprehension and reading monitoring). Table 54 Nuria’s Metacognitive Reading Strategies No IS .l 18.2 18.3 N C ategory M etacognitive T h in k in g M o n ito rin g C om prehension M o n ito rin g R eading S E C 0 0 0 0 6 2 3 1 4 1 3 0 155 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 18.4 18.5 C onfirm ing Inform ation M etalinguistic T h in k in g T o ta l 0 0 0 0 1 11 0 3 I 7 0 1 In this table, the m ost frequent category has been darkened. T a b le 55 E x a m p le s o f N u ria's M e ta c o g n itiv e R ea d in g S tra te g ie s C o m m e n ts /I n te rp re ta tio n Full U n it R esp o n se C ode M etacognitive T hinking: T h e reader I d on’t understand. If I don’t N -E-9 is perfectly aw are th at once the understand, it’s too hard. W h a t I language lim itations are too big, then m ean is it’s a big effort and I g et her reading com prehension suffers distracted (she smiles and continues because she requires a lot o f reading). concentration and she is likely to get tired and distracted. M onitoring Reading: A fter a while N ow I am more concentrated and N-E-1S she begins to concentrate and she I’m reading better. Do you w an t me to tell you everything o r not? W ell I realizes her com prehension improves. realized th a t now I’m co n cen tratin g and I am understanding w hat I am reading. M etalinguistic T hinking: She is -I was ju s t thinking th at because this N -E -l aware that she’ll need to com pensate reading was going to be in E nglish, more for her language lim itations. it was g o in g to be m ore difficult. I She already had some strategies in w ould have to deduce more from mind. co ntext and from w hat I rem em bered from the previous tale I read. T a b le 56 N u ria 's C o m p re h en sio n M o n ito rin g S tr a te g ies No C ategory 18.2.1 A ssociation o f them es T h in k in g about the audience E valuating the tales R eacting to previous experiences M on ito rin g com prehension — likes and dislislikes 18.2.2 1S.2.3 18.2.4 18.2.5 Totnl 0 0 0 0 3 N E e 0 0 0 0 0 0 0 0 0 0 0 0 2 0 s 1 156 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 18.2.6 18.2.7 1S.2.8 M onitoring comprehension — reaction to the tale M onitoring comprehension — structure M onitoring comprehension — vocabulary T otal 0 0 0 0 2 0 1 1 1 1 0 0 6 o 3 I In this table, the m ost frequent categ o ry has been darkened. Table 57 Examples o f Nuria's Comprehension Monitoring Strategies Comments/Interpretation Full Unit Response Code N-S-22 I’m done Qshe laughs^. I d id n ’t like it. I didn’t find it very interesting. I did n ’t really have any reading difficulties. N-C-S And the punishm ent a t the e n d m ost tales have them. N-S-5 “Palafranero” I still don’t know w hat it means (she keeps reading). M onitoring C om prehension: She doesn’t find the reading attractive am ong o th er things because it isn’t challenging. T h e re are no unsurpassable read in g problems. M onitoring C om prehension: She’s quite observant o f the stru ctu re she thinks this tale should have. M onitoring C om prehension: She was m onitoring this w ord to see if she could find a b e tte r context to guess its m eaning. A fter a bit she realized it was n o t relevant for the reading. T ables 56 and 57 reveal th a t N uria did n o t make use o f m any m etacognitive reading strategies (11). She relied m ore on cognitive strategies. M ost o f h er m etacognitive strategies were in direct relationship w ith her m onitoring o f com prehension and the act o f reading itself. She seemed to tr y to com pensate for h er lim ited English com prehension. She, however, was also com pensating for her lack o f in terest in the readings. She seemed to need m ore strateg ies in English than in Spanish o r Catalan. N uria was studying E nglish a t th e tim e o f the study. She had a nu m b er o f readings assigned for her class. I t seemed th a t she was w orried about n o t u n d erstan d in g all Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 the details in the story, m ore so th an the o th e r five readers. She saw reading assignm ents as ways for her to im prove her English language proficiency. F o r th at reason, know ing each w ord and every detail was extrem ely im p o rtan t for her. Case Six Pilar Selective Reading: Reading as a Tool P ilar had a busy schedule every day. She had extracurricular activities th at made h er tim e very limited. F or th a t reason, she had developed a series o f habits which helped her get her w ork done. W e talked about being a selective reader and not spending too much time on m atters th a t did not have an im m ediate urgency. Because Pilar's research centered on authentic language in chat room s, she had lots o f questions about phrases she read on the Internet. She asked me questions about com m on chat room abbreviations in English and a few in Spanish. P ilar said she g o t all h er readings done for all h er classes. She did clarify th a t she did a lot o f skim m ing and scanning when it came to g e ttin g the reading done. If she had not been as busy, she said she would have invested the tim e to do the readings. From the think-aloud protocol, the profile th at em erged show s solid reliance on m etacognitive strategies (see T ab le 5S ). T w enty-three o f the thirty-one reported strateg ies were metacognitive. P ilar used a m oderately higher num ber o f strategies w hile reading in English and Spanish com pared to Catalan: 10 for English, 13 for Spanish and S for Catalan. Table 58 Pilar's Reading Strategies N o. Category l Expressing interest/engagement Using the dictionary Using intertextuality o 3 0 S 0 0 2 0 0 Pilar E 0 C 0 0 2 0 0 158 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 4 5 6 7 S 9 10 11 12 Identifying important words Rereading Using the title Visualizing Identifying a narrative pace Deducing from the text Inferring from the text Dealing with unknown vocabulary Guessing unknown vocabulary Translating Summarizing the narrative Making predictions Using the names Using pictures Using metacognition Total 0 I 0 0 1 I 0 I 0 1 0 0 0 1 0 1 0 0 0 0 I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 23 31 In this table, the m ost frequent category has been 13 1+ 15 16 17 18 0 0 0 0 0 0 0 0 1 0 7 9 13 10 darkened. 0 0 1 0 0 7 s Pilar relied particularly on a few reading strategies. M ore often than o th er readers, Pilar restated the facts o f the narrative passages as she was reading. She used intertex tu ality only twice. Examples o f her use o f cognitive strategies are: Code P-E-l P-E-s P— S—1 Full Unit Response Comments/Interpretation T h e reader is trying to determ ine if there are intertextual connections between the previous tale she read and the one she is reading a t the time. Do you know w hat I was thinking? T h e reader is making connections w ith the previous tale. Still she is As I was reading I was no t sure w hether these rem em bering the first tale. I was th in k in g how bizarre Russian tales in tertex tu al associations can be useful o r not. If she thought they w ere [sh e laughs]. I say th at w ere useful and used them to because I am com paring this one to the previous one. T h ere are sim ilar co n stru ct meaning (the basis o f intertextuality), then she would elem ents in th eir stru ctu re bu t this have been using metacognition. stru c tu re is so different from w hat I had in m ind for m ost tales. W ell, Because she’s not certain, it rem ains a cognitive strategy. I don’t know if this is relevant or not. She rereads to find out for a And for the first time in his life, he discrepancy she found in the tex t. spoke. W asn ’t he able to speak I t isn’t difficult to find o u t th a t she before? ([she rereads the previous A fter reading the opening lines, I was try in g to rem em ber if this character, Ivashko, was the same as in the o th e r tale. 159 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 5 P-S-2 P-E -4 P-E-15 P-C-6 P-S-14- p ag e]. Oh, yes, he was m ute Qshe laughs]]. I didn’t rem em ber. W ell, I did read th a t p a rt but som eone w as in the room and I was d istracted for a second. “Z arevich” []a czar’s son]]? I d o n ’t know w h at th a t means... O h it’s his la st name. His name is Ivan Zarevich. Oh, yes. It’s the czar’s son. T h a t means that “vich" is a suffix th a t means “son of,” o f course. D eductive logic... never fails []she smiles]]. D o I have to tell you every w ord I d on’t understand? T h ere are m any I don’t u n d erstan d s can try to guess the m eaning from the context. F rom time to tim e th e re ’s a w ord I d on’t understand b u t if I continue reading, I end up a ttrib u tin g a meaning to this w ord from the context. See w h at I mean? -1 was thin k in g that now I know w hat “obeisance” means. L ittle by little and w ith the help o f the context, w e g e t to understand w h at the w ords mean by using the context. I was ju s t thinking th a t the b u tle r was g o in g through a phase o f evil w an tin g pow er and w ealth. S om ething bad is bound to happen o u t o f this. Did I tell you th at my eyes w en t stra ig h t to the drawing? F or exam ple in the first page, I did th a t too. had not picked up on a detail a t the beginning o f the tale. She deduces the m eaning o f a w ord by analyzing the w ord structure. An example o f she g e ttin g the m eaning o f the words by using the context. A nother example o f she g e ttin g the m eaning o f the w ords by using the context. She is m aking a prediction based on the information she has. A good example o f how she constructs m eaning from the text. She describes how she used the pictures in the tale as p a rt o f her reading process. Table 59 Examples o f Pilar's Reading Strategies As m entioned before, when she encountered a reading problem, she im m ediately m ade use o f m etacognitive strateg ies. F rom the m etacognitive categories th a t em erged in this think-aloud, the la rg e r num ber was centered on m o n ito rin g reading com prehension (see T a b le 60). T h e actual num ber o f strategies was fairly c o n sisten t across languages: Spanish (9), E nglish (7) and C atalan (7). 160 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 5 Table 60 Pilar’s Metacognitive Reading Strategies No 18.1 18.2 1S.S 18.4 18.5 C ategory M etacognitive T h in k in g M o n ito rin g C om prehension M o nitoring R eading C onfirm ing Inform ation M etalinguistic T h in k in g Total P 2 15 5 0 I 23 s E c 0 0 2 7 4 4 0 3 0 0 0 0 0 9 0 7 I 7 In this table, the m ost frequent category has been darkened. C ode P-C-2 P - E - ll P-S-13 P -C -l Full U n it R esponse Do you know w hat I was thinking? W ell, today, o f course, I will n o t have things to say because this tim e I understand everything. I t’s n o t like the last time w hen I was stu ck in every o th e r word. I was ju s t thinking th a t it's very com forting when I find some lines in w hich I actually understand everything. A nd now a lake? W here did this lake come from? [[She rereads the previous page]]- Let’s see, she gave him a comb and two apples. W h ere does the lake come from? and a hankerchief th a t became a deep lake. I tho u g h t he had used th a t before. T h a t’s bad. W ell, I haven’t g o tten enough sleep and you know th a t now [[she laughs]]. I sp en t M onday w orking all day. It’s because the publication o f th e annual journal edition is a big project. T h a t’s great. T oday the tale is in C atalan. T h a t means th a t I will understand everything. B ut I suppose th a t it will be a Russian C o m m e n ts /I n te rp re ta tio n M etacognitive T hinking: She is settin g h erself up for success as she is planning h er reading. She has all confidence th a t she will no t have any v o cab u lary /read in g problem. And in reality, she didn’t. M onitoring Com prehension: As she’s reading she has a sense of relief as she realizes she can understand everything. M onitoring Reading: She is a careful reader and she immediately reread a section w hen she thought she m isunderstood some part. But she’s also w illing to acknowledge th a t she m ight have no t been concentrating. M etalinguistic T h inking: She im m ediately thinks th a t she will understand ev ery th in g in Catalan. She still knows th a t she will read a 161 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 Russian tale and she needs to focus on that. tale, right? L et’s see. I can’t see anything th a t shows th a t it’s Russian. Oh, yes, here "Fedor." I t’s a Russian tale. Table 61 Examples o f Pilar’s Metacognitive Reading Strategies Table 62 Pilar’s Comprehension Monitoring Strategies No 18.2.1 18.2.2 1S.2.3 I S.2.-1 18.2.5 IS .2.6 18.2.7 1S.2.S P C ategory Association o f them es T h inking about the audience Evaluating the tales R eacting to previous experiences M onitoring com prehension - likes and dislislikes M onitorin g - com prehension — reaction to the tale M o nitorin g com prehension — stru c tu re M onitoring com prehension vocabulary T o tal s E c 0 0 0 0 0 0 0 0 3 Q 0 I I 0 1 0 I 0 I 0 6 2 1 3 4 3 1 0 0 0 0 0 15 7 4 1 In this table, the m ost frequent category has been darkened. Table 63 Examples o f Pilar’s Comprehension Monitoring Strategies C ode P-C-9 F u ll U n it R esp o n se W ow, how m oralistic. I like it. Very good. Very good. I like the last paragraph very much because even though the em phasis is on the child, his family and that everything goes well, in this paragraph w e are told th a t the czar's daughter, w ho was really unim portant th ro u g h o u t the tale, and if we really cared, returns to | her dad’s castle. C ongratulations. C o m m e n ts /I n te rp re ta tio n Evaluating the tale: She is a critical reader because she immediately identifies a point th a t she discusses. In this case, the social value o f the tale. T h e welfare o f the child, the family and th e ending. So she really seems to enjoy th e tale. 162 R eproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Chapter 5 P-E-17 P - E - li P-C-5 P-S-7 And F edor rem ains transform ed as a dog, o f course. It's better th at they leave him like that. Very good. W h a t a su rp risin g Russian tale. Now I was reading and my mind started m aking some strange associations. F o r example, “kingdom ” is kingdom , right? W ell, I had heard the word before and now th a t I saw it here, it rang a bell. T h is is n o t really related to the tale b u t th a t’s w hat happened. I was ju s t th in k in g th a t it’s very com forting w hen I find some lines in which I actually understand everything. T h e very sam e m other ate the child. T h a t’s the last thing I could have expected him to say. She ate him. H e could have said th at she killed him but no, she ate him Qshe sm iles]. T h is is a good tale (she says as she rushes to the next page). T h is is very sim ilar to the T V show N issaga de poder. T here is a girl w ho g e t em ploym ent as a maid a t a rich family’s household and she plans to kidnap the baby o f the happy family. It’s a m otif in literatu re (she smiles). You know w h at I was thinking? T h a t in all stories for children, every tim e they explain som ething, they usually repeat it three tim es. T h e y give three examples, like in jokes. F irst time, bang, second tim e, bang and third time, so m eth in g happens. So, I’m sure th a t w hen I tu rn to the next page, so m eth in g will happen [[and she tu rn s to th e page and laughs]. W ell, m aybe not. R eacting to previous experiences: She is rem em bering past experiences and bringing them in into the tale. So she realizes how her brain is m aking connections and she is aw are o f the process. M o n ito rin g comprehension: She is definitely m onitoring her com prehension and she is satisfied w hen she can read w ithout an in terru p tio n . M o n ito rin g comprehension: She reacts to th e reading and she im m ediately makes associations w ith h e r personal life and identifies im p o rtan t features in the tale. M o n ito rin g comprehension: She’s pay in g a tten tio n to the stru ctu re o f the tale. T h is observation was m ade by alm ost all the readers. T h e triple stru c tu re was very useful for the readers in anticipating events. k I 163 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 5 T ables 60 and 62 reveal th at, like those o f the o th er readers, m ost o f Pilar’s m etacognitive strateg ies correlate w ith her m onitoring o f com prehension. A nd like m ost o f them, th e m etacognitive strategies w ere used to m onitor the com prehension in Spanish, their second language. Pilar was the kind o f reader who becomes engaged in the reading and makes critical rem arks as she follows the narration. She displayed a wide use o f m etacognitive strategies as she was reading in English. In general, she used few cognitive o r m etacognite strategies but this fact did not ham per her effectiveness as a critical reader. Sum m ary As an investigation o f trilingual reading behavior, study focuses on the dim ension o f literacy. T h e distinctive value o f this study o f m ature readers’ m etacognitive reading strategies is th a t readers used equivalent reading m aterials in three languages and the research was conducted in very sim ilar term s for all six readers. T h e main focus o f this study was to describe individual m etacognitive stra teg y use. T h e intention was n o t to generalize for all LS reading o r literacy contexts. T he frequency counts and the qualitative profiles th a t em erged from the data are consistent w ith num erous studies on L2 reading. U nfortunately, there are no sim ilar Ls reading s tra te g y studies. T h e data collected indicates th at L3 readers who are highly lite ra te in L l and L2 can make use o f L3 know ledge while read in g in th eir third language. A nd readers who have a t least average L3 know ledge have no problems m aking use o f th e ir L l/L 2 literary know ledge/skills. T h is in terp retatio n is supported by th e consistency o f results from th e d ata in L.2 studies (Berkemeyer; 16* Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 5 1995; Jimenez, G arcia and Pearson, 1996; Li and M unby, 1996; Schoonen, H ulstijn and Bossers, 1998; U ehara and Shimizu, 1996). T h e similarities and differences in stra teg y use seemed to be related to their degree of confidence and fam iliarity w ith E nglish. It is, however, difficult to sup p o rt such a statem ent w ith o u t a m ore extended investigation. Based on the readers' comments, for them L3 reading was a very doable task m ost o f the times. T hey knew they had m ultiple resources (dictionaries, teachers, books) and strategies (summarizing, deducing, m onitoring com prehension, planning, etc.) th a t were available in all their languages. F rom the onset o f this study, it was assumed th a t the six readers w ere highly proficient and fully b iliterate/b ilin g u al/b icu ltu ral. T h e strategies they used in L3 reading w ere transfered from stro n g L l /L 2 reading experiences. F rom tran slatin g to m onitoring com prehension, from underlining to sum m arizing and m aking associations, all strategies were used across languages. A lthough there was an overall higher num ber o f m etacognitive strategies in LS reading, in three individual cases (Carme, Roso, and Pilar) m ost m etacognitive strategies w ere also used in L2 (see T able 21). In all cases, the readers m onitored their strategies and w ere critical readers o f w hat they read. T h e readers in this study were clearly more proficient in reading technical articles in E nglish (able to read English for specific purposes) than literary texts. However, this study framed them in an investigation o f L3 reading o f unfam iliar texts. All the participants made the com m ent th at th eir L3 reading perform ance was b e tte r w hen they read technical articles related to their field o f study, linguistics. But th e fact th at they used m ore m etacognitive reading strategies in L3 shows th a t L3 reading is n o t an im poverished version o f L l/L 2 reading w ith fewer 165 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Chapter 5 resources or com pletely different skills from reading in more familiar languages. R ather, it is enriched by their prio r know ledge and experiences these languages have instilled. 166 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Conclusions C hapter 6 C o n clu sio n s O verv iew In the past, reading in a third language could have been regarded as an unusual event in which underprivileged speakers (and readers) o f m inority languages sought to b etter them selves and learned to read in the language o f a m ajority group. In the U.S., this could have been the case o f bilingual Asian im m igrants (for example, those speakers o f M andarin and Cantonese), o r even bilingual native American Indians (for example, speakers o f Spanish and Yaqui in N ew Mexico) learning to read in English (Trujillo, 1977). However, reading in a th ird language is becom ing com m onplace for people all over the w orld, including the U.S. M ore educational system s are preparing readers to face a worldwide challenge. -And it is only a m a tte r o f time before the U.S. educational system agrees to educate m ultilingual individuals. This study investigated the m etacognitive reading strategies that com petent C atalan-Spanish-E nglish readers use to co n stru ct m eaning of unfamiliar narrative folk tales. A fter com paring qualitative and quantitative differences in m etacognitive stra teg y use across readers and languages, this ch ap ter presents a description o f L3 m etacognitive stra teg y use th at em erged from the data in this study. This description contributes to the line o f m etacognitive reading research initiated by Berkemeyer, 1995; Brenna, 1995; Carrell, 19S9; Ferdm an and W eber, 1994; Li and M unby, 1996; Schraw, 1994; and Uehara and Shimizu, 1996. Below I first p resen t a description o f LS m etacognitive strateg y use. T h e n I explain the im plications o f such strateg y use for m ultilingual reading researchers and educators. Finally, I offer suggestions for future research. 167 R eproduced with permission o f the copyright owner. Further reproduction prohibited without permission. Isidro —Conclusions A Brief Description o f Metacognitive Strategy Use in Reading R eading com prehension for m onolingual o r m ultilingual readers seems to be balancing act am ong several com ponent processes. Literacy skills include reader-based strategies, text-based, strategies, and m etacognitive strategies. Research has dem onstrated th a t m etacognitive aw areness, knowledge and strateg y use are not ju s t additional resources for sophisticated readers, but essential tools th a t beginning and experienced readers incorporate in th eir m onitoring o f reading com prehension (Li and M unby, 1996). T h e com plex intertw ining o f the reader’s m etacognitive strategies, language proficiency, reader’s background know ledge, and text and reader-based strategies d eterm in e readin g comprehension proficiency as shown in this study. M etacognitive strategies th at emerged in this stu d y include planning, m onitoring and checking com prehension in relation to association o f themes, thinking about the audience, evalu atin g the tale, m onitoring com prehension (likes / structure / reaction / vocabulary). As seen in this study in order for these transferred reading strategies to work, Ln proficiency should be above threshold level. Additionally, the reader’s previous know ledge directs the use o f literacy skills and can help compensate for lim ited language proficiency, if this is an issue in L 2 /L n contexts. T h e study o f m etacognitive and cognitive reading strategies o f trilingual readers ties into the c u rre n t research on readin g strategies, on trilingualism /triliteracy, and on literacy and study strateg ies. T h e lines o f investigation th a t the p re sen t study pursued are several and they overlap w ith th e particular settin g /p o p u latio n in this study. As reviewed in 168 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Conclusions C hapter 2, the study o f m etacognition in reading has increased significantly. As observed in this study, critical readers w ere able to transfer their skills from language to language. T his study provides num erous examples to su p p o rt the w idespread belief th a t readers who are fully biliterate and bilingual are able to transfer their literacy strategies and em ploy them successfully while reading in a L3. G ranted th a t w hen the level o f L3 proficiency is good, the readers are able to accomplish reading tasks successfully. W hen they encountered reading challenges o r need to double check to ensure com prehension, the readers in this study were able to make use o f a wide array o f cognitive/m etacognitive strategies. A lthough the classification o f m etacognitive reading strategies in this study is tentative, it can be used as a point o f reference for future research. T h e classification was grounded in the field w ork conducted in this investigation and could be replicated by oth er researchers. As was pointed out above, English enjoys wide acceptance as a language for studies, travel and self-improvement. All the readers in this stu d y viewed literacy in E nglish as a very desired skill. T h e transference o f literacy /read in g skills across languages was thereby further facilitated and supported. As for the use o f m etacognitive read in g skills in L l, L2, and L3 contexts, the frequency w ith which readers used the strategies varied across reader. A lthough L3 use o f m etacognitive strategies was h ig h er across readers, there w ere three readers who used m ore m etacognitive strateg ies in L2. M ost o f the m etacognitive stra teg y use w as centered on m onitoring com prehension. Indeed, trilingual readers used a considerable num ber o f m etacognitive strategies to anticipate com prehension breakdow ns o r to m onitor o r im prove com prehension. W ith respect to the issue o f 169 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Conclusions bilingual aw areness and its role in L s use (of m etacognitive strategies), th ere is still a stro n g need to investigate this phenom enon. Bilinguals m ig h t o r m ig h t not exhibit an aw areness o f the process o f learning o r using a th ird language which acknow ledges L2 acquisition as a point o f reference. T h is bilingual aw areness could be perceived as m etalinguistic and m etacognitive aw areness. Language awareness in m ultilingual settings has been observed in several studies (Cenoz, 1999; Enkvist, 1995; G onzalez, 1996; Hufeisen, B. 1995). O ne particular case o f language aw areness is w hat has been labeled as “bilingual aw areness” d u rin g the acquisition o f a third language (M cCarthy, 1994). M ore specifically, bilingual aw areness as an advantage for L3 reading was investigated by T hom as (19SS, 1992). She concluded that in cases w here the L2 acquisition had been conscious, LS reading could be facilitated due to this awareness o f having learned a L2. As observed in this study, these particular L3 readers were not quite aw are o f their L2 acquisition and the idea o f some kind o f bilingual awareness, though appealing to m ost o f them , did not seem to play a big role in m onitoring th eir ow n Li$ reading. M etacognitive developm ent in L3 reading m ight result as a direct resu lt o f the readers' stru g g le to make sense out o f a tex t and not as much as a direct influence o f bilingual aw areness. A fter review ing the readers’ use o f cognitive reading strategies, the task o f assessing how aw are they were o f their use and how they m onitored them proved to be the h ard est p a rt in this research. F o r these six readers, reading in E nglish required the use o f certain reading strategies th at w ere less frequent in first and second language reading. However, in th eir view, these strategies do n o t make reading in E nglish different from reading in th eir first o r second languages. T h e aw areness th a t using certain reading strateg ies helps them com pensate for th eir 170 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Conclusions lim ited E F L proficiency. T h is aw areness also boosts th eir read in g confidence while reading in a th ird foreign language. It seemed th a t these readers could benefit from planning, m onitoring and evaluating their cognitive read in g processes if these were b ro u g h t to th eir attention. I t is tru e th a t although I made no o v ert attem pt to raise th a t aw areness (teach them reading strategies and m etacognition), they could have developed this aw areness after talking to each o th er about th e purpose o f my research. T h a t rem ains a possibility to be considered. N atasha Lvovich contends th a t m any m ultilingual speakers develop a m etalinguistic aw areness on their own and go as far as eng ag in g in "a process o f self-discovery th ro u g h the treasure o f a m ultilingual experience”(1997). Being aw are th a t foreign language reading requires the use o f certain reading strategies im proved these readers' reading com prehension because it reduced Carm e, M erc£ and Roso’s concerns w ith their lim ited vocabulary and their lim ited proficiency. T h e tw o exam ples o f m etacognitive read in g awareness were developed by these readers to com pensate for their lim ited proficiency and limited know ledge and use o f readin g strategies while reading in E nglish as a third and foreign language. Koda (199*) establishes three im portant dim ensions th a t comprehensive L abased reading models should include: a) the effects o f prio r reading experiences/abilities; b) the effects o f cross-linguistic read in g processing; and c) the effects o f the co n stan t stru g g le to make up for the lim ited linguistic knowledge in striv in g for com prehension. T h ese categories developed for bilingual readers can be observed in the m ultilingual readers in this study, especially the third category. It is due to the la st category, c o n sta n t stru g g le to m ake up for lim ited linguistic 171 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - Conclusions knowledge, th a t this aw areness was developed independently from classroom instruction by these readers. Merce, Carm e and Roso developed them out o f their continuous efforts to make up for their perceived lim ited linguistic knowledge. It is im p o rtan t to continue this line o f m etacognitive reading research in multilinguals to te s t traditio n al reading models originally developed for monolingual and bilingual reading. M ultilingualism and m ultilingual education in many European and Asian countries would g reatly benefit from the study o f the role th at m etacognition plays in trilingual and m ultilingual reading. Instructional Implications L3 reading is increasingly being recognized as a desirable skill not only for bilingual speakers o f m inority languages but also for bilingual speakers o f at least one m ajority language. As show n in the results, these trilingual readers have the possibility o f accessing a wide range o f m etacognitive read in g strategies in any o f the three languages and as needed. Based on th eir academic record, it can be speculated th a t the key to their success was a solid bilingual education th at prepared them to be fully bilingual and biliterate. After that, th e transference o f literacy skills was possible once the readers surpassed a minimum level o f command o f English, which allowed them to function w ithout major com plications. As indicated by the findings discussed in chapters 3 and +, these readers used a wide range o f cognitive and m etacognitive strategies on a regular basis. “Bilingual" reading strategies such as translating, checking the dictionary, reading w ords aloud, try in g to identify w ord roots, etc. 172 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Conclusions W h at is m ost im p o rtan t is to facilitate m etacognitive awareness while reading in L s. By acquiring such aw areness about LS reading, the readers will be able to pull out several strategies as they have used them in L l /L 2 reading. Basic implications in trilingual or m ultilingual reading education are: 1. T e a ch in g /lea rn in g experiences th a t raise aw areness th a t bilinguals have reading strategies, which can be transferred to their L3. 2. T e a ch in g /lea rn in g experiences th a t raise aw areness o f the connection betw een reading and w riting in L 1 /L 2 /L 3 . 3. T e a ch in g /lea rn in g experiences th at raise aw areness o f the connection betw een reading and studying in L 1/ L 2 / L 3 . +. T e a ch in g /lea rn in g experiences th a t show readers th at limited L3 proficiency can be overcome by u sing known cognitive/m etacognitive strategies. 5. T e a ch in g /lea rn in g experiences th a t show how to use m etacognitive read in g strategies to LS readers. 6. T e a ch in g /lea rn in g experiences th a t help students focus on m onitoring th e ir reading comprehension. 7. T e a c h in g /le a rn in g experiences th a t im prove critical reading skills in L I /L 2 /L 3 . S. T e a c h in g /le a rn in g experiences th a t show readers structural, semantic, sem iotic differences between expository and narrative texts in L I /L 2 /L 3 . Amelia E l-H indi has indicated th at after guided learning activities (instruction plus reflective journals), m etacognitive aw areness o f the relationship betw een 173 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —Conclusions reading and w ritin g increased over tim e (1997). As she indicates, “M eaning resides w ithin the transaction betw een the reader and the te x t instead o f w ithin the tex t alone." It is precisely for this reason th a t all the teach in g /learn in g experiences have to focus on the transaction between reader and te x t as m eaning is being constructed. As revealed in this study, com prehension m onitoring strategies w ere the m ost prevalent and useful am ong L 2/L S reading. New Directions T h e study o f L s m etacognitive strategies is an unexplored area th a t is open to continuous qualitative and quantitative research. T h e findings in this study have pointed tow ards several issues a t hand: 1. L3 m etacognitive reading strategies th at fluent readers use: T h e LS can be a second foreign language learned by an originally m onolingual individual or it can be a first foreign language learned by an individual raised bilingually. 2. LS m etacognitive reading strategies used when reading expository vs. narrative texts: Research com paring the influence o f genres in the use o f m etecognitive/cognitive reading strategies. S. L 1 /L 2 /L 3 connections betw een reading, studying and w ritin g : Research needs to focus on the m etacognitive strategies th a t readers use while en g ag in g in reading-w riting-studying processes sim ultaneously. 4. R esearch o f less proficient L 1/ L 2 /L S readers. It is expected th a t future research would focus on less proficient readers. Such readers would have few er strategies available to them a n d /o r their language proficiency w ould be limited. 174 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —References R eferen ces A hukanna J., Lund, N . & Ronald G entile, J. (1981). In te r- and intra-lingual interference effects in th ird language. M odern L anguage Jo u rn al 65. 281-287. Alladina, S. & Edw ards, V. (Eds.) (1991). M ultilingualism in the British Isles. London: Longm an. A nderson, N. J. (1991). Individual differences in stra teg y use in second language reading and testing. M odern Language Journal 75. 460-472. A nderson, N. J., Bachman, L, Perkin, K. & Cohen A. (1991). An exploratory study into th e co n stru ct validity o f a reading com prehension test: T riangulation o f data sources. L anguage testin g S, 41-66. A rtigal, J. M., (1995). M ultilingualism for all - a C atalan perspective. In T . Skutnabb-K angas (Ed.), M ultilingualism for all. European Studies on M ultilingualism 4. T h e N ederlands: Swets & Z eitlinger B. V. Auerbach, E. R. & P axton, D. (1997). “It's not the E nglish th in g ”: Bringing reading research into the ESL classroom . T E SO L Q u arterly 31. 237-261. Baker, L. & Brown, A. (1984). M etacognitive skills in reading. In P.D. Pearson, R. Barr, M.L. Kamil, and P. M osenthal (Eds.) T h e handbook o f reading research (pp. 353-394). N ew York: Longm an. B arnett, M. (19SS). R eading through context: how real and perceived stra teg y use affects L2 com prehension. M odern Language Journal 72. 150-161. B artelt, G . (1989). T h e interaction o f m ultilingual con strain ts. In H .W .D echert and M . Raupach (Eds.) Interlingual Processes (pp. 151-177). T ubingen: G u n te r N arr. 175 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - References Barrera, B. R. e t al. (1986). Analyzing the recall o f stu d en ts across different language- reading categories: a study o f third-graders' S panish-L l, English-L2, and E nglish-L l com prehension. In J. A. Niles (Ed.) Solving problem s in literacy: learners, teachers and researchers Thirty-fifth yearbook o f the N ational Reading Conference (pp. 375-381). Rochester, N.Y.: N ational R eading Conference. Beach, R. (1994). A dopting multiple stances in conducting literacy research. In R. Ruddell, M. Ruddell and H. Singer (Eds.) T heoretical models and processes o f reading. Newark, DE: International Reading Association. 1203-1219. Bell, J. S. (1995). T h e relationship between L l and L2 literacy: some com plicating factors. T E S O L Q uarterly 29. 687-704. Berkemeyer, V. (1995). T h e metacognitive processing strategies of nonnative readers o f Germ an. Die U nterrichtspraxis 2S. 176-1S4. B ernhardt, E. B. (1991). Reading D evelopm ent in a Second Language: Theoretical. Empirical, and Classroom Perspectives. N orw ood, N.J.: Ablex Publishing C orporation. Berhardt, E. B. & Kamil, M. L. (1995). In te rp retin g relationships between L l and L2 reading: C onsolidating the linguistic threshold and the linguistic interdependence hypotheses. Applied Linguistics 16. 15-34. Bialystok, E. & Ryan E. B. (19S5). A m etacognitive fram ew ork for the developm ent o f first and second language skills. In D.L. Forrest-Pressley, G.E. M ackinnon, T . G ary W aller (Eds.) M etacognition, cognition, and human perform ance (pp. 207-252). O rlando: Academic Press. Bialystok, E. (1986). Factors in the g ro w th o f linguistic awareness. Child developm ent 87. 498-510. i i i I j 176 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - References Bialystok, E. & M itterer, J. (1987). M etalinguistic differences am ong th ree kinds o f readers. Journal o f educational psychology 79. 1*7-153. Block, E. L. (1986a). Com prehension strategies o f non-proficient college readers. In J. A. Niles and R. V. Lalik (Eds.) Solving problem s in literacy: Learners, teachers, and researchers (pp. 344-352). R ochester, N.Y.: N ational Reading Conference. Block, E. L. (1986b). T h e com prehension strateg ies o f second language learners. T E S Q L Q u arterly 20. 463-491. Block, E. L. (19912). See how they read: com prehension m onitoring o f L I and L2 readers. T E S Q L Q u arterly 26. 319-343. Bogdan, R. C. & Biklen, S. K. (1992). Q ualitative research for education: An introduction to theory and methods. Allyn and Bacon. 50-51 Bossers, B. (1991). O n thresholds, ceilings and short-circuits: the relation between L l reading, L2 reading and L2 knowledge. AILA Review S. 45-60. Brenna, B. (1995). T h e metacognitive reading strategies o f five early readers. Journal o f R esearch in R eading 18. 53-62. Bridges, O. (1995). T rilingual education in the Caucasus: language policies in the new republic o f A dyghe. Language. C ulture and C urriculum 8. 141-14S. Brown, A., A rm bruster, B., & Baker, L. (19S6). T h e role o f m etacognition in reading and stud y in g . In J. O rasanu (Ed.), R eading comprehension: from research to practice (pp. 49-75). H illsdale, NJ: Lawrence Erlbaum . Brown, A. (1987). M etacognition, executive control, self-regulation, and o th er more m ysterious mechanisms. In E. W ein ert and R. H. Kluwe (Eds.), M etacognition, m otivation, and understanding (pp. 65-116). Hillsdale, NJ: Erlbaum . 177 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - References C alero-B reckheim er, A. & G oetz E. T . (1 9 9 3 ). R eading strategies o f biliterate children for E nglish and Spanish texts. R eading Psychology: An International Q u arterly 14 . 1 7 7 - 2 0 4 . Calliabetsou, P. ( 1994). Quelies p o ssib ility e t quelles perspectives p o u r les langues les m oins enseignees dans le plurilinguism e europeen? In Ferm m Sierra M artinez, M erc£ Pujol Berche and H arm den Boer (Eds.) Las lenguas en la Europa com unitaria. (pp. 85-93). A m sterdam : Editions Rodopi. C arrell, P. (1989). M etacognitive aw areness and second language reading. M odern L anguage Journal. 73. 121-134. C asanave, C. P. (19SS). C om prehension m onitoring in ESL reading: a neglected essential.T E S O L Q u arterly 22. 2S3-302. C enoz, J. & Valencia, J. (1 9 9 4 ). A dditive T rilingualism : Evidence from the Basque C ountry. Applied Psycholinguistics C enoz, J. & Perales, J. (1 9 9 7 ). 15. 1 9 5 -2 0 7 . M inority language learning in the adm inistration: d ata from the Basque C ountry. Journal o f M ultilingual and M ulticultural D evelopm ent IS . 1 9 9 7 . C enoz J. & G enesee, F. (Eds.). (1 9 9 9 ). Beyond bilingualism : m ultilingualism and m ultilingual education. UK: M ultilingual M atters Ltd. C enoz, J. (1 9 9 9 ). C ross-linguistic influence in m ultilingual acquisition. Paper read a t the AAAL Conference, Stam ford, C onnecticut, M arch Clyne, M . Bilingualism (1 9 9 7 ). S, 1 9 9 9 . Some o f the things trilinguals do. International Journal o f 1. 9 5 - 1 1 6 . C ohen, A. D . (1 9 8 9 ). A ttritio n in th e productive lexicon o f two P o rtu g u ese third language speakers. Studies in Second L anguage Acquisition 178 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 11. 1 3 5 -1 4 9 . Isidro —References C raig, M. & Yore, L.D. (1995). M iddle school students’ m etacognitive know ledge about science reading and science text: an interview study. R eading Psychology: An International Q u arterly 16. 169-213. C ox, B. E. (1994). Y oung children’s regulatory talk: evidence o f em erging m etacognitive control over literary products and processes. In R. Ruddell, M. R uddell and H. Singer (Eds.) T heoretical models and processes o f read in g (pp. 733755). N ew ark, DE: International R eading Association. Davey, B. (19SS). T h in k aloud - m odeling the cognitive processes o f reading com prehension. Journal o f R eading 2 7 . 44-47. D avis, J. & Bistodeau, L. (1993). How do L l and L2 reading differ? Evidence from th in k aloud protocols. M odern L anguage Journal 77. 459-172. D e G root, A.M.B. & Hoeks, J.C.J. ( 1995). T h e developm ent o f bilingual m em ory: evidence from word translations by trilinguals. Language L earning 45, 6S3-724. Devine, J. (1993). T h e role o f m etacognition in second language reading and w riting. In J. G . Carson and I. Leki (Eds.), T h e composition class: second language perspectives (pp. 105-127). Heinle. Dewaele, J. M. (199S). Lexical inventions: French in terlanguage as L2 versus L3. A pplied Linguistics 19. 471-490. D onin, J. & Silva, M. (1993). T h e relationship betw een first and second language reading com prehension o f occupation specific texts. L anguage Learning 43. 3 7 3 -4 0 1 . D uham el, R. (1990). D eutsch als Frem dsprache aus belgischer Sicht: Schw erpunkt: D eutsch als zw eite bzw . d ritte Frem dsprache. In Bausch, K. R. and 179 permission of the copyright owner. Further reproduction prohibited without permission. Isidro —References H eid M. (Eds.J Das Lehren und Lernen von D eutsch als zw eiter o d er w eiterer Frem dsprache: Spezifika. Problem e. Perspektiven (pp. 45-53). Bochum: Brockmeyer. Edw ards, J. (1994). M ultilingualism . UK: R outledge. El-Hindi, A. (1997). C onnecting reading and w riting: college learners’ m etacognitive awareness. Journal o f developm ental education 21. 10-18. Enkvist, I. (1995j. Intellectual and linguistic progress in foreign language students: S tudents’ developm ent d u rin g their first year o f Spanish a t a Swedish university. Council for Studies o f H igher Education. Stockholm, Sweden. Eskey, D. (1993). Reading and w ritin g as both cognitive process and social behavior in reading. In J. G. Carson and I. Leki (Eds.), T h e com position class: second lan g uage perspectives (pp. 221-233). Heinle. Fagan, W . T . (1987). A dult illiterates processing narrativ e and expository text. E nglish Q uarterly 20. 95-105. Fang, Z. (1995). O n paradigm shift in read in g /literacy research. Reading Psychology: An International Q uarterly 16. 215-260. Ferdm an, B. M. & W eber, R. M. (1994). Literacy across languages and cultures. In B. M. Ferdm an, R. M. W eber and A. G . Ram irez (Eds.) Literacy across la n g uages and cultures (pp. 3-29). New York: State U niversity o f N ew York Press. Fitzgerald, J. (1995). English-as-a-second-language learners' cognitive reading processes: a review o f research in the U nited States. ESL Reading 65. 145190. Flavell, J.H. (1979). M etacognition and cognitive m onitoring: a new area o f cognitive-developm ental inquiry. American Psychologist 34. 906-911. 180 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —References Flavell, J.H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children's O ral Com m unication Skills. New York: Academic Press. Flavell, J.H. (1985). Cognitive developm ent. 2nd Edition. Englewood Cliffs, NJ: Prentice-H all. Flavell, J.H. (1987). Speculations about th e n atu re and developm ent o f m etacognition. In E. W ein ert and R. H. Kluwe (Eds.), M etacognition, motivation, and understanding (pp. 21-28). Hillsdale, NJ: Erlbaum . Garcia, E. (1992). Linguistically and cu ltu rally diverse children: Effective instructional practices and related policy issues. In H. C. W axm an (Ed.J, Students a t risk in at risk schools: Im proving environm ent for learn in g (pp. 65-S6). Park, CA.: Corwin, Newbury, G am brell, L.B. & Palm er, B. M. (1992). C h ild ren ’s m etacognitive know ledge about reading and w ritin g in literature-based and conventional classrooms. In C. K. Kinzer and D.J. Leu (Eds.), Literacy research, theory, and practice: views from m any perspectives. F o rty -first yearbook o f the N ational R eading Conference (pp. 215223). Rochester, N.Y.: N ational Reading Conference. G arner, R. (1987). M etacognition and read in g com prehension. Norwood, NJ: Ablex. Geva, E. & Ryan, E. B. (1993). Linguistic and cognitive correlates o f academic skills in first and second languages. L anguage learn in g 43. 5-42. G oethals, M . (1990). D eutsch als d ritte F rem dsprache in Flandern: A ufierungen zum 1ST - und SOLL-Stand. In Bausch, K. R. and Heid M. (Eds.) Das Lehren und Lernen von D eutsch als zw eiter o d er w eiterer Frem dsprache: Spezifika. Problem e. Perspektiven (pp. 59-70). Bochum: Brockm eyer. 181 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —References G onzalez, A. (1996). U sing tw o /th re e languages in Philippine classrooms: implications for policies, strategies and practices. Journal o f M ultilingual and M ulticultural D evelopm ent 17. 210-219. G om bert, J. E. (1992). M etalinguistic developm ent. Chicago, II: U niversity o f Chicago Press. G rabe, W . (1 9 9 1 ). C urrent developm ents in second language reading research. T E S Q L Q u arterly 25. 375-406. Hallel, M . & Spolsky B. (1 9 9 3 ). T h e teach in g o f additional languages in Israel. Annual Review o f Applied Linguistics 13. 3 7 -4 9 . H aarm ann, H. (1 9 7 9 ). Q uantitative A spekte des M ultilingualism us: Studien zur G ruppenm ehrsprachigkeit ethnischer M inderheiten in d er Sowjetunion. H elm ut Buske V erlag H am burg, Hamburg, G erm any. Hoffmann, C. (1 9 S 5 ). Language A cquisition in T w o T rilingual Children. Journal o f M ultilingual and M ulticultural D evelopm ent 6 . 4 7 9 -4 9 5 . Holmes, J., & Ramos, R. G. (1 9 9 3 ). False friends and reckless guessers: O bserving cognate recognition strategies. In T . Huckin, M. Haynes, and J. Coady (Eds.), Second la n g uage reading and vocabulary learn in g (pp. S 6 - 1 0 S). Norwood, NJ: Ablex. Horiba, Y. (1 9 9 0 ). N arrative com prehension processes: a study o f native and non-native readers o f Japanese. M odern L anguage Journal 74. IS S - 2 0 2 . H oriba, Y. van den Broek, P. & Fletcher, C. R. (1 9 9 3 ). Second language readers’ m em ory for narrative texts: evidence for stru ctu re-p reserv in g top-dow n processing. L angu age Learning 4 3 . 3 4 5 -3 7 2 . 182 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - References H ornberger, N. H. (1994). C ontinua o f biliteracy. In B. M . Ferdm an, R. M. W eber and A. G . Ram irez (Eds.) Literacy across languages and cultures (pp. 103137) New York: State U niversity o f New Y ork Press. H udson, T . (1998). T heoretical perspectives on reading. Annual Review o f Applied Linguistics 18. 43-60. Hufeisen, B. (1991). Englisch als e rste und D eutsch als zweite Frem dsprache. F rankfurt: P eter Lang. Hufeisen, B. (1994). E nglisch im U n terrich t D eutsch als Frem dsprache. M iinchen: Klett. Hufeisen, B. (1995). M ultilingual language acquisition in Canada and G erm any. Language. C ulture and C urriculum S. 175-181. Intaravitak, P. (1996). T e x t genre and reading strategies used bv T hai readers o f E n glish. Unpublished D octoral D issertation. Indiana U niversity. Isidro, G. (2001) M etacognitive reading awareness o f trilingual readers in Barcelona. In J. Cenoz, B. Huffeisen and U. Jessner (Eds.), Looking beyond second language acquisition: Studies in tri- and m ultilingualism . Germ any: StauflfenburgV erlag, 137-151. Jacobs J. & Paris S. (1987). C hildren's m etacognition about reading: issues in definition, m easurem ent, and instruction. Educational psychologist 2 2 . 255-278. Jaspaert, K. & Lemmens, G. (1990). Linguistic evaluation o f D utch as a third language. In M. B yram and J. Leman (Eds.), Bilingual and trilingual education: the Foyer m odel in Brussels (pp. 30-56). M ultilingual M atters LT D , UK. 183 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - References Jimenez, R., G arcia, G . & Pearson, D. (1996). T h e read in g strategies o f bilingual la tin a /o stu d en ts w ho are successful E n g lish readers: opportunities and obstacles. R eading R esearch Q uarterly 31. 90-112. Klein, E. (1995). Second versus third language acquisition: is there a difference? Language le arn in g 45. 419-465. Koda, K. (1988). C ognitive process in second language reading: T ransfer o f L l reading skills and strateg ies. Second Language R esearch 4. 133-156. Koda, K. (1990). Factors affecting second lan g u ag e te x t comprehension. In J. Zutell and S. M cC orm ick (Eds.) Literacy theory and research: analyses from m ultiple paradigm s. T h irty -n in th yearbook o f the N ational Reading Conference (pp. 419-427). R ochester, N.Y.: N ational Reading C onference. Koda, K. (1994). Second language reading research: problems and possibilities. Applied Psycholinguistics 15. 1-2S. Knight, S. L., Padron, Y. N., & W axm an, H. C. (1985). T h e cognitive reading strategies o f ESL stu d en ts. T E SQ L Q uarterly 19. 7S9-792. Knight, J. E. (1990). C oding journal entries. Journal o f Reading 34. 42-47. Krumm, H.J. (1990). D ie N utzung vorh erg eh en d er Sprachlerner-fahrungen Filr D eutsch als zw eite oder d ritte Frem dsprache. In Bausch, K. R. and Heid M. (Eds.) Das Lehren und L ernen von Deutsch als zw eiter oder w eiterer Frem dsprache: Spezifika. Problem e. Perspektiven (pp. 93-104). Bochum: Brockmeyer. Labrie, N . (1991). Choix linguistiques. changem ents e t alternances de la n g ue: Les com portem ents m ultilingues des italophones de M ontreal. C entre International Recherche A m enagem ent Linguistique. Quebec, C anada. 184 permission of the copyright owner. Further reproduction prohibited without permission. Isidro - References Lebrun N . & Baetens Beardsm ore H. (1993). T rilin g u al education in the G ran d D uchy o f Luxem bourg. In H. Baetens Beardsm ore (Eds.), E uropean M odels o f Bilingual Education (pp. 101-120). Clevedon: M ultilingual M atters. Lee J. W . & Schallert D. L. (1997). T h e relative contribution o f L2 language proficiency and L l reading ability to L2 reading perform ance: a te st o f the threshold hypothesis in an E F L context. T E S Q L Q u arterly 31. 713-739. Li, S. & M unby H. (1996). M etacognitive strategies in second language academic reading: a qualitative investigation. E n glish for Specific Purposes 15. 199216. Lipson, M . Y. (19S6). T h e relationship between m etacognitive self-reports and strategic reading behavior. In J. A. Niles (Ed.J Solving problem s in literacy: learners, teachers and researchers T h irty -fifth yearbook o f the N ational R eading Conference, (pp. 214-221). Rochester, N .Y .: N ational R eading Conference. Litvak G reen, D. (19S6). T h e functions o f m ultilingual codesw itching: A case study o f four ad u lt S p an ish /E n g lish /H eb rew speakers. U npublished doctoral dissertation. N ew Y ork U niversity. Lvovich, N.. (1997). M ultilingual self: an inquiry into language learn in g . New Jersey: Law rence E rlbaum Associates. M alik, A. (1990). A psycholinguistic analysis o f the reading behavior o f E F L proficient readers using culturally familiar and culturally non-fam iliar expository texts. A m erican Educational Research Journal 27. 205-223. M agiste, E. (1983). Psychological research on m ultilingualism in Sweden. In Plurilingua: M ehrsprachigkeit M ultilingualism . P. H. N elde (Ed.) Plurilingua, Bonn. 185 permission of the copyright owner. Further reproduction prohibited without permission. Isidro —References Magiste, E. (1984). Learning a third language. Journal o f Multilingual and Multicultural Development. 5. 415-421. M ansour, G. (1993). M ultilingualism & nation building. UK: M ultilingual M atters LT D . M artin-Jones, M . & H eller M . (1996). Introduction to the special issue on education in m ultilingual settings: Discourse, identities, and pow er. Linguistics and Education 8 . 3-16. M cCarthy, J. (1994). T h e case for language aw areness in the Irish prim ary school curriculum. Language aw areness 3. 1-9. M cLaughlin B. & Nayak, N. (1990). Processing a new language: Does know ing o ther languages make a difference? In H .W .D echert and M . Raupach (Eds.) Interlingual Processes. T u b in g en : G u n te r N arr. McKay, S. L. (1993). Agendas for second language literacy. Cam bridge U niversity Press, Cambridge. Mikulecky, B. (1991). Com prehension strategies o f bilingual Russian readers: Processes and techniques in Russian and E nglish. U npublished D octoral D issertation. Boston U niversity. M osenthal, P. B. & Kamil, M . L. (1996). In R. Barr, M .L. Kamil, and P. M osenthal (Eds.) T h e handbook o f reading research. Volume II. N ew York: Longm an. 1013-1045. M ohle, D. (1989). M ultilingual interaction in foreign language production. In H .W .D echert and M . Raupach (Eds.) Interlingual Processes (pp. 179-194). T ubingen: G u n ter N arr. 186 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —References M oore, B. J. (1982). E nglish reading skills o f m ultilingual pupils in Singapore. T h e Reading T each er 35. 696-701. M ulam ba, K. (1991). A pologizing and com plaining in Ciluba. French, and English: Speech act perform ance by trilingual speakers in Zaire. U npublished D octoral D issertation. Ball State U niversity. M idler, A. (1993). Sprachenfolge Englisch-Franzosisch: Chancen und Risiken des T ran sfer. Praxis des neusprachlichen U nterrichts 2 . 117-122. N andasara, S. T., Leong, K. Y., Samaranayake, V. K., & T an , T . W . (1997). T rilin g u al Sinhala-T am il-English N ational W eb Site o f Sri Lanka. Retrieved from URL: h ttp ://w w w .is o c .o rg /in e t9 7 /p ro e e e d in g s /E l/E l 3.H T M 3 /5 /9 7 . N ewton, E. (1991). D eveloping m etacognitive aw areness: the response jo u rn al in college composition. Journal o f reading 34. 4-76-478. N ist, S., Sharman, S. J., & Holschuh, J. L. (1996). T h e effects o f rereading, self-selected strategy use, and rehearsal on the immediate and delayed understanding of text. Reading Psychology: An International Q u arterly 17. 137157. O ksaar, Els (1977). O n becom ing trilingual. In C. M olony, H. Zobl and W. S to ltin g (Eds.) Deutsch im K ontact m it anderen Sprachen: G erm an in contact with o th er la n g uages (pp.296-306). S criptor V erlag Kronberg. Oostdam , R. & Rijlaarsdam, G . (1995). T ow ards strateg ic lan g uage learning. A m sterdam : A m sterdam U niversity Press. Padron, Y. N. & H. C. W axm an (1986). A nalyzing bilingual and monolingual stu d en ts' perceptions o f th eir read in g strategies. T h e R eading T each er 39. 430- 433. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - References Padron, Y. N., & W axm an, H. C. (1988). T h e effect o f ESL stu d en ts’ perceptions o f their cognitive strategies on reading achievem ent. T E S O L Q uarterly 22 , 146-150. Paris, S. G., W asik, B. A., & van der W esthuizen, G . (198S). M eta­ metacognition: A review o f research on m etacognition and reading. In J. Readence, and R. Baldwin (Eds.) D ialogues in literacy research (pp. 143-166). Chicago, IL: N ational Reading Conference. Paris, S. G., W asik, B. A., & T u rn er, J. C. (1996). T h e developm ent o f strategic readers. In R. B arr, M.L. Kamil, and P. M osenthal (Eds.) T h e handbook o f reading research. Volum e II. N ew York: Longm an. 609-640. Parry, K. (1993). T h e social construction o f read in g strategies: new directions for research. Journal o f Research in R eading 16. 14S-15S. Pearson, P.D. & Stephens, D. (1994). L earning about literacy: a 30-year journey. In R. Ruddell, M. Ruddell and H. Singer (Eds.) T heoretical M odels and Processes of R eading (pp. 22-42). Newark, DE: International R eading Association. Pereira-Laird, J. A. & Deane, F.P. (1997). D evelopm ent and validation o f a self-report measure o f read in g stra teg y use. R eading Psychology: An International Q uarterly IS. 185-235. Pritchard, R. (1990a). T h e effects o f cultural schem ata on reading processing strategies. Reading Research Q u arterly 25. 273-295. Pritchard, R. (1990b). T h e evolution o f introspective m ethodology and its implications for stu d y in g th e reading process. R eading Psychology: An International Q uarterly 11. 1-13. 188 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - References Ramirez, A. G . (199*). Literacy acquisition am ong second language learners. In B. M. Ferdm an, R. M. W eber and A. G. Ram irez (Eds.) Literacy across la n g uages and cultures (pp. 75-101). New York: State U niversity o f New Y ork Press. Ringbom, H. (1985). T h e influence o f Sw edish on the English o f Finnish learners. Foreign language learn in g and bilingualism . Finland: Abo Akademi Tidningsbokhandeln. Ringbom, H. (1992). O n L l transfer in L 2 comprehension and L 2 production. Language L earning 42. 85-112. Rolstad, K. (1997). Effects o f two-way im m ersion on the ethnic identification o f third language students: an exploratory study. Bilingual Research Journal 21. O n ­ line version. Rolstad, K. (199S) Language m inority children in a third language immersion context: Evidence for educational enrichm ent. Unpublished doctoral dissertation. U niversity o f California, Los Angeles. Sanchez-Villamil, O.I. (1991). T h e effects o f two m etacognitive strateg ies on interm ediate ESL college students' w ritin g . U npublished doctoral dissertation. Fordham U niversity. Sanchis, M. (1992). Approximacio a la H istoria de la Llengua C atalana. Barcelona, Spain. Salvat. Sanz, C. (1999). Factors predicting successful L3 acquisition by bilinguals: evidence from Catalonia. Paper read a t the AAAL Conference, Stamford, Connecticut, M arch 8, 1999. Saravia-Shore, M. & Arvizu, S. (1992). C ross-cultural literacy: Ethnographies o f com m unication in m ultiethnic classrooms. New York: G arland. 189 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - References Satuito T ena, V. G. (1988). T h e effects o f bilingualism versus trilingualism on E nglish literacy achievement in a Philippine H igh School. U npublished D octoral D issertation. Stanford U niversity. Schm itt, M.C. (1990). A questionnaire to m easure children’s aw areness o f strategic reading processes. T h e reading teacher 43. 454-461. Schoonen, R., Hulstijn. J. & Bossers B. (199S). M etacognitive and languagespecific know ledge in native and foreign language reading comprehension: An empirical study am ong D utch students in grades 6 , 8 and 10 . Language L earning 48. 71-106. Schraw, G . (1994). T h e effect o f m etacognitive knowledge on local and global m onitoring. C ontem porary educational psychology 19, 143-154. Schraw, G. & Dennison, R.S. (1994). A ssessing metacognitive aw areness. C ontem porary educational psychology 19, 460-175. Shoham y, E. (1995). Perform ance A ssessm ent in Language T estin g . Annual Review o f Applied Linguistics 15, ISS-211. Sierra, F. (1994). Reflexiones sobre el plurilingufsmo precoz: algunos casos en los hijos de los trabajadores espaftoles en Holanda. In Fermfn Sierra M artinez, M erce Pujol Berche (Eds.). Las Lenguas en la Europa Comunitaria. A m sterdam : Editions Rodopi. Sikogukira, M. (1993). Influence o f languages o th er than the L l on foreign language: a case o f transfer from L2 to L3. E dinburgh W orking Papers in Applied Linguistics 4. 110-132. Silberstein, S. (19S7). Let’s take an o th er look at reading: Tw enty-five years o f reading instruction. E nglish T eaching F o ru m 25, 28-35. 190 permission of the copyright owner. Further reproduction prohibited without permission. Isidro - References Singh, R. & Carroll, S. (1979). L l, L 2 , and LS. Indian Journal o f Applied L inguistics 5 (l), 51-63. Skutnabb-K angas, T . (Ed.) (1995). M ultilingualism for all: European studies on m ultilingualism 4. T he N ederlands: Svvets & Zeitlinger B. V. Stavans, A. (1990). C odesw itching in children acquiring English. Spanish, and H ebrew: A case study. U npublished D octoral D issertation. U niversity o f P ittsh b u rg h . Stavans, A. (1992). Sociolinguistic factors affecting codesw itches produced by trilingual children. Language. C ulture and C urriculum 5. 41-53. Stevenson, P. (19S9). Political culture and intergroup relations in plurilingual Switzerland. Journal o f M ultilingual and M ulticultural D evelopm ent 1 1. 227-255. Strauss, A., & Corbin, J. (1990). Basics o f qualitative research: grounded th eo ry procedures and techniques. N ew bury Park, CA: Sage. Strubell, M iquel (1996). L anguage planning and bilingual education in C atalonia. Journal o f M ultilingual and M ulticultural D evelopm ent 17. 262-275. Swain, M., Lapkin, S., Rowen, N., & H art, D. (1991). T h e Role o f M other T o n g u e L iteracy in T h ird Language L earning. T h e Journal o f the A ustralian A dvisory Council on Languages and M ulticultural Education 3-5. T aillefer, G. F. (1996). L 2 read in g ability: F u rth er insight into the shortcircuit hypothesis. M odern L angu age Journal SO. 461-477. T a n g , H. (1997). T h e relationship betw een reading com prehension processes in L l and L 2 . Reading Psychology: An International Q u arterly 18. 249-301. 191 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro —References T araban, R., R ynearson, K., & K err M. S. (2 0 0 0 ). M etacognition and freshm an academic perform ance. Journal o f D evelopm ental Education 24. 12- IS. T hom as, J. (1988). T h e role o f m etalinguistic aw areness in second and third language Learning. Journal o f M ultilingual and M ulticultural Development. 9. 235246. Thom as, J. (1992). M etalinguistic aw areness in second and third language learning. In R. J. H arris (Ed.) C ognitive Processing in Bilinguals (pp. 531-545). Elsevier Science Publishers. Thom as, M. (1990). A cquisition o f the Japanese reflexive zibun by unilingual and m ultilingual learners. In H. B urm eister & P. R ounds (Eds.), Variability in second language acquisition: Proceedings o f the T e n th M eeting o f the Second L an g uage Research Forum (pp. 701-718). Eugene: U niversity o f Oregon. T ierney, R. J. & Shanahan, T . (1 9 9 1). Research on the reading-w riting relationship: Interactions, transactions, and outcom es. In R. Barr, M.L. Kamil, P. M osenthal, and P.D . Pearson (Eds.), Handbook o f R eading Research. Vol. II (pp. 246-2S0). New York: Longm an. T rujillo, O. V. (1997). A tribal approach to language and literacy developm ent in a trilingual settin g . In J. R eyhner (Ed.) T each in g Indigenous L anguages (pp. 10- 2 1 ). Flagstaff, AZ: N o rth ern A rizona University. T ucker, R. (1997). M ultilingualism and language contact: An introduction. A nnual Review o f Applied Linguistics. Vol. 17. Uehara, K. & Shimizu, T . (1996). College students' m etacognitive aw areness o f global and local reading strategies in Japanese as a first language and English as a 192 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - References foreign language. G unm a D aigaku Kvoiku G akubu kivo. Jinbun shakai kagaku hen. 45, 243-254. Valencia J. F. & Cenoz, J. (1992). T he role o f bilingualism in foreign language acquisition: learn in g English in the Basque C ountry. Journal o f M ultilingual and M ulticultural Development 13. 433-449. van Som eren M aarten, et al. (1994). T h e th in k aloud method: a practical guide to m odelling cognitive processes. London: H arco u rt Brace & Company Publishers. Vila, F. X. (1996). W hen classes are over: L anguage choice and language contact in bilingual education in Catalonia. U npublished D octoral D issertation. Vrije U niversiteit Brussel, Belgium. W agner, D. (1989). Does learning to read in a second language always put the child at a disadvantage? Some counterevidence from M orocco. Applied Psycholinguistics 10 . 31-48. W alker, L. J. (1983). W ord identification strategies in reading a foreign language. F oreign L anguage Annals 16. 293-299. W elge, P.K.G. (1992). Deutsch nach English: D eutsch als dritte Sprache. In S. Ehlers and G . K archer (Eds.), Regionale A spekte des G rundstudium s G erm anistik. M unchen: Iudicium. W enden, A. L. (1998). M etacognitive know ledge and language learning. Applied Linguistics 19. 515-537. W hyte, S. (1992). M etacognition in second la n g uage reading: a descriptive analysis o fL 2 reading strategies. Unpublished Ph. D . Q ualifying Paper. D epartm ent o f Linguistics, Indiana U niversity. 193 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Isidro - References W illiam s, S. & H am m arberg, B. (1998). Language sw itches in LS production: implications for a polyglot speaking model. Applied Linguistics 19. 295-333. Wolff, D. (1993). Sprachbewu(5theit und die B egegnung m it Sprachen. Die N eueren Sprachen 92. 510-531. W right, S. (1997). One country, two system s, th ree languages. In S. W rig h t and H. Kelley-Holmes (Eds.), One country, two system s, three lan g uages: A survey o f changing language use in H ong Kong (pp. 1-7). Clevedon: M ultilingual M atters LTD . Yiyun, O. (1996). A sociolinguistic survey on y o u n g Singaporean Chinese. NUS. Retrieved from URL http://w w w .alu m n i.n u s.sg /A lu m n u s/Jan 9 6 /lan g u ag e.h tm l 2 / 2 / 199S. Young, D. J. (1993). Processing strategies o f foreign language readers: authentic and edited input. Foreign Language Annals 26. 451-46S. 194 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix A Appendix A INDIANA UNIVERSITY - BLOOMINGTON INFORMED CONSENT STATEMENT M etacognitive R eading Strategies o f (C atalan-Spanish-English) Readers in Barcelona You are invited to participate in a research study. T h e purpose o f this study is to investigate and com pare (C atalan-Spanish-English) trilingual read ers’ reading skills and strategies in each o f the three languages. INFORMATION All subjects w illing to participate in this study will be interview ed twice (once at the beginning and once at the end o f the study) for approxim ately 30 m inutes. T he interview s will be audio-taped. Once the study is com pleted, the audio-tapes will be destroyed. Also, the subjects will be asked to read three different sh o rt stories o f the same genre (th a t is, three translated versions o f three Russian folk tales; one in English, one in Spanish and once in Catalan). T h e reader will be asked to stop reading and to report stra teg y use at points previously indicated to the reader. T h is task may take up to five hours in total. RISKS T h ere are not risks or discom fort foreseen o f any o f the procedures to be used in the study. BENEFITS T his study is expected to contribute to the body o f know ledge co ncerning curren t reading models and reading stra teg y use. CONFIDENTIALITY T h e inform ation in the study will be kept confidential. D ata w ill be stored securely and will be made available only to persons conducting the stu d y unless you specifically give perm ission in w ritin g to do otherw ise. No reference will be made in oral o r w ritten reports w hich could link you to the study. Subject's initials i I 195 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix A CONTACT I f you have questions a t any tim e about the study or the procedures, you may contact the researcher, G onzalo Isidro Bruno, a t PO Box 3151, Bloom ington, IN, 4-7402, USA, o r (812) 855-9617. I f you feel you have not been treated according to the descriptions o f this form, o r y o u r rights as a participant in research have been violated du rin g the course o f this project, you may contact th e Office for Human Subjects Committee, Bryan H all 10 , Indiana University, B loom ington, IN, 47405. (812) 855-3067. PARTICIPATION Y our participation in this study is voluntary, you may decline to participate w ithout penalty. If you decide to participate, you may w ithdraw from the study at any time w ithout penalty and w ithout loss o f benefits to which you are otherw ise entitled. If you w ithdraw from the study before data collection is com pleted y o u r data will be returned to you o r destroyed. CONSENT I have read and understand the above information. I have received a copy o f this form. I agree to participate in this study. Subject’s sig n a tu re ________________________________________D a te ______________ Investigator’s s ig n a tu re ____________________________________ D a te ____________ 196 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix B Appendix B Questionnaire A ^Confidential* Language Education Name (no last name) _______________ Please provide the inform ation reg ard in g your language education. M ark w ith an X the languages th a t were used to conduct your education. In case the education was bilingual (tw o languages w ere used to conduct th e every day activities o f your education), please indicate this situation w ith a ro u g h percentage for each language, i. e. 7 5 % , 50% , 25% . Age 4 5 6 7 S 9 10 11 12 13 14 15 16 17 IS 19 20 21 22 23 24 School School Y ear Catalan Spanish English Kinder I st gnJ K Elem entary 3 rd •fcth E 5 th E 6 th -E E 7 th gth E 9 th E E 10th E 1 I th High School 12th H 13th H 1 4 th H 15 th College 16 th 17th C C 18th 1 9 th C 20th Doctorate 21st D 22nd Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. O ther Appendix B Indicate what foreign languages you studied during your regular education or by taking foreign language courses at private schools. School Y ear 1st E nglish F ren ch gmj 3rd 5 d' 6 th 7th 8 th gth 10th I I th 12 th 13th l* th 15th 16th 17th 18th I9,h 20th 2 1st Oc;nd Have you spend m ore than three m onths living abroad? I f so, which ones and how long? 198 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix B Indicate what foreign languages you studied during your regular education or by taking foreign language courses at private schools. School Y ear English F rench 1st 2 nd 3 rd ,th 4 5 th 6 th 7 th 8 th gtb 1 0 0 % % 1 0 th 1 0 0 % I I th 1 0 0 1 0 0 % % 1 2 th 1 0 0 13 th 1 0 0 % L 4,tU 1 0 0 15th 16th 17 th 18 th 19th % 1 0 0 % 1 0 0 % 1 0 0 % 2 0 th 2 1st 4 g ild H ave you spend more than three m onths living abroad? If so, w hich ones and how long? O ne week in M ontpellier, France ( I S y.o.) __________________________ T w o weeks in Paris, France (23 y.o) A m erican conversation partn er (25 y.o.) for six m onths. 200 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix B Appendix B Questionnaire A ^Confidential* Language Education Name (no last name) _______ Carme Please provide the inform ation regarding your language education. M ark w ith an X the languages th at were used to conduct y o u r education. In case the education was bilingual (two languages were used to conduct the every day activities o f your education), please indicate this situation w ith a rough percentage for each language, i. e. 75%, 50%, 25%. Age 4 5 6 7 S 9 10 1 1 12 13 14 15 16 17 IS 19 2 0 2 1 2 2 23 24 25 26 School School Y ear l*t Kinder g nil K 3 nl K 4 th K 5 th 'E le m e n tary 6 th E 7 tl, E 8 th E 9 th E E 1 0 th I I th E 1 2 th E High School 13th 1 4 th H 15 th H 16th H 1 7 th College C is th C 19 th 2 0 th C 2 1 st C ggmi D octorate 2 3 rd D Catalan 1 0 0 % % 1 0 0 % 1 0 0 1 0 0 1 0 0 English O th er % % 95 % 95 % 95 % 95 % 95 % 95 % 95 % SO % SO % 70% 60 % 95 % 95 % 1 0 0 % 1 0 0 % 1 0 0 Spanish 5 % 5 % 5 % 5% 5 % 5% 5% 2 0 % 2 0 % 2 0 % 40 % 5 % 5% % 50 % 75 % 50 % 25 % .... 201 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix B Indicate what foreign languages you studied during your regular education or by taking foreign language courses at private schools. School Year E ng lish F rench st nil gnl 1 2 4 ,tli 5 th 6 th 7 th 8 th gth th I I th 1 0 12 th 13th 14th 15 th 16th 17th i s th X X X X X X X 1 9 '1' 2 0 th 2 1 st 2 2 ml 2 3 rJ X X X O ne m onth course in England Have you spend m ore than three m onths living abroad? I f so, which ones and how long? ______________________________________1995 T w o weeks in La Rochelle, France ______________________________________1996 O ne w eek in the South o f France 1996 T w o weeks in Mexico 1997 O ne m o n th in London 202 R eproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix B Appendix B Questionnaire A ‘ Confidential* Language Education Name (no last name) _________ Roso Please provide the inform ation reg ard in g y o u r language education. M ark w ith an X th e languages th at w ere used to conduct your education. In case the education was bilingual (tw o languages w ere used to conduct the every day activities o f your education), please indicate this situation w ith a ro u g h percentage for each language, i. e. 75%, 50%, 25%. Age School * 5 K inder K E lem entary E E E E E E 6 7 S 9 10 ll 12 13 14 15 16 17 IS 19 20 21 22 23 24 E H igh School H H H T eachers’ College TC TC College C C C School Year Ist gnJ 3rd 4 th 5th 6 th 7th 8 th 9th 10 th 11 “' 12 th 13 th 14th 15 th 16th 17th 18 th 19th 2 0 th 2 I *1 C atalan 100 % 100 % 100 % 50 % 100 % 6 6 % (two teachers) 100 % 90 % 90 % 90 % S5 % 100 % 100 100 100 100 100 100 Spanish English 100 % 100% 100 % 50 % 33 % (one teacher) 10 % 10 % 10 % 15% % % % % % % 203 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. O ther Appendix B Indicate what foreign languages you studied during your regular education or by taking foreign language courses at private schools. School Year 1 2 E nglish French Portuguese st nd 3 rd 4 .th 5 th 6th 25 % (7 5 % Spanish) 25 % (7 5 % Spanish) 7 th 8 th 9 th 1 0 1 1 2 5 % (7 5 % Spanish) th th th 13th 14th 15th 16 th 17th 1 2 1 0 0 % 1 0 0 % 1 0 0 % % 1 0 0 % 1 0 0 1 0 0 % 18 th 19 th 2 0 th 2 1 2 2 1 0 0 % (plus Sum m er) 1 0 0 % st nJ Have you spend more than three m onths living abroad? If so, which ones and how long? _________________________________ T w o weeks in London, 1992 _________________________________ One m onth in New York, 1995 T w o weeks in London, 1996 F o u r days in London, 1997 204 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix B Appendix B Questionnaire A ‘ Confidential* Language Education Name (no last name) _______ Sergi Please provide the inform ation reg ard in g your language education. M ark w ith an X the languages th a t were used to conduct y o u r education. In case the education was bilingual (tw o languages were used to conduct the every day activities of your education), please indicate this situation w ith a rough percentage for each language, i. e. 75%, 50%, 25%. A ge School t5 6 7 S 9 10 11 12 13 1+ 15 16 17 IS 19 20 21 22 23 2-t Kinder K Elem entary E E E E E E E E H igh School H H H College C C C D octorate D School Y ear 1st OnJ 3rd ,j,th 5th 6th 7th gth 9th 10th Hth 12th 13th l +th 15 th 16th 17th IS '1' 19th 20th 21st gonii Catalan 100% 100 % 85 % S5 % S5 % S5 % S5 % S5 % S5 % S5 % S5 % 35 % 35 % 55 % 55 % 90 % 100% 90% 100% 100 % 100 % Spanish English 10 % 10% 10 % 10% 10 % 10% 10 % 10 % 10 % 55 % 55 % 35 % 35 % 10% 5% 5% 5% 5% 5 % 5% 5% 5% 5% 10 % 10 % 10 % 10% Italian 10% N otice th at the 5% show n for E nglish is because it was one class taken th ro u g h the year. In Sergi’s opinion, this class was equivalent to 5% o f the to ta l weekly classtime. 205 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix B Indicate what foreign languages you studied during your regular education or by taking foreign language courses at private schools. School Year 1st French E nglish 2 nd 3rd 4.1I1 5 th 6th 7th gth gth 10th 11th 12th 13th 14th 15th 16th 17 th 3 hours 3 hours 3 hours 3 hours 3 hours 3 hours 3 hours per week per week per week per week per week per week per week i s th 3 hours p er day d u rin g the Sum m er 19 th 2 0 th 2 Ist c ) o ml 2.5 hours per week 2.5 hours per week Have you spend m ore th a n th ree m onths living abroad? If so, w hich ones and how long? ___________________________ One m onth in England w ith some friends ___________________________ Some occasional visits to France 206 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix B Appendix B Questionnaire A ^Confidential* Language Education Name (no last name) Nuria Please provide th e inform ation regarding your language education. M ark w ith an X the languages th at were used to conduct your education. In case the education was bilingual (two languages w ere used to conduct the every day activities o f your education), please indicate this situation w ith a rough percentage for each language, i. e. 75%, 50%, 25%. School Year l*t Onti Age School 4 Kinder K 3rd K E lem entary 4.th 5 th -E 6 th E 7th E gth E gth E 10th E 11th E H igh School 12th 13th H 14th H 15 th H College 16th 17 th C 18th C 19th C 20th C 2 Ist OOml 5 6 i 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Catalan Spanish 100 % 100 % 100 % so % 80 % 80 % 80 % SO % SO % SO % SO % SO % SO % SO % 80% SO % SO % SO % so % so % 20 % 20 % 20% 20 % 20% 20% 20% 20 % 20% 20 % 20 % 20 % 20 % 20 % 20 % 20 % 20 % E nglish 207 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. O th er Appendix B Indicate what foreign languages you studied during your regular education or by taking foreign language courses at private schools. School Y ear 1st English F rench 2nd 3rd 4,th 5th 6th 7th 8 th gth 1 0 th U th 12 th IS '1’ 14th 15 th 16th 17 th i s th 19 th 2 0 th 2 1st 0c} nil Have you spend m ore than three m onths living abroad? If so, w hich ones and how long? _______________________________________ South o f France (skiing) 208 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix B Appendix B Questionnaire A ‘ Confidential* Language Education Name (no last name) ________ Pilar Please provide the inform ation re g a rd in g your language education. M ark w ith an X the languages th a t w ere used to conduct y our education. In case the education was bilingual (tw o languages w ere used to conduct the every day activities o f your education), please indicate this situation w ith a rough percentage for each language, i. e. 75%, 50%, 25%. Age School 4 5 6 7 S 9 10 11 12 13 1+ 15 16 17 18 19 20 21 22 23 24- Kinder K Elem entary E E E E E E E H igh School H H H College C C C C D octorate D School Y ear 1st 2 nil 3 rd 4-th 6th 7th s th gth 10th I I th 12th 13th 14th 15 th 16th 17 th 18 th 19th 2 0 th 2 Ist 2 2 nd Catalan Spanish 90 % 90 % 100 % 100 % 100 % SO % 70 % 70% 70% 60 % 60 % 60 % 60 % 70% 60 % 100% 100 % 100 % 100 % 75 % 75 % 10 % 10 % E nglish 20 % 30 % 30 % 30 % 40 % 40 % 40 % 40 % 30 % 40 % 25 % 25 % 209 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. O ther Appendix B Indicate what foreign languages you studied during your regular education or by taking foreign language courses at private schools. School Year 1st French E nglish gnil 3 rd 4_th 5 th 6 th 7 th 8 th gth hours hours hours hours hours hours hours per week per week per week per week per week per week per week 13th l t th 3 3 3 3 3 3 3 15th 16 th 17 th 3 hours per week 3 hours per week 10th ll«h 12 th i s th 3 hours per week 3 hours per week 3 hours per week 19th 20tU 2 1st i)Onil Picked up Italian d u rin g second visit to Italy Have you spend m ore th an three m onths living abroad? If so, which ones and how long? _______________________________________ one m onth in England _______________________________________ 2 / 3 weeks in the USA _______________________________________ Been to Italy twice 210 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix C Appendix C Questionnaire B •Confidential* Language Proficiency Name W hich is your first language? W h at languages w ere spoken at home? W hich is your second language? In w hat ways o r how did you acquire it? W hich o th er languages do you know? Please indicate y o u r language proficiency in each o f th e languages you know. Catalan Spanish English French - L istening Speaking R eading W ritin g L istening Speaking R eading W ritin g L istening Speaking R eading W ritin g L istening Speaking R eading W ritin g Excellent Fair Good 211 Reproduced with permission o f the copyright owner. Further reproduction prohibited without permission. E lem entary Appendix D Appendix D Questionnaire C *Confidential* Background Information Name (no last name) _______________ Please fill o u t the following information. A g e :___ G ender: F / M W here w ere you born? ___________________________ W h at w ere y o u r parents’ first languages: F_________ M __________ W h at languages were spoken in the com m unity you were b ro u g h t up? Do you live in Barcelona? ____________________________ If so, for how lo n g have you lived here? W h at language do you usually speak at sch o o l/w o rk /h o m e /th e streets? Could you please provide an address, phone num ber and email w here I can reach you in case th ere are questions about this research. 212 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix E Appendix E Think Aloud Protocols T his study attem pts to understand your th o u g h t processes as they occur while you are reading a short story in Catalan, Spanish or English. Please say as much as you can about w hat you do, think, and feel when you read, including w hat you do in order to understand problems you encounter. 1. 2. 3. 4. 5. Read this short sto ry as you would norm ally do a narrative text in your everyday life. Read the passage in silence o r aloud until you w ant to react to the information in the story. A t th at point, stop your reading and talk about either a) what you thought, b) what you did, or c) what you felt. A fter responding to the story, continue reading. W henever you w ant to talk about some information in the text, repeat step 1. Feel free to report your thoughts in either Catalan, Spanish or English. T here will be no interruptions once you sta rt reading. (adapted from Intaravitak, 1996) 213 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix F Appendix F Folk Tales by A leksandr Nikolayevich Afanas’ev 21+ Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. uoissiLujad }noij}iM p9}!qii)ojd uononpoidai jeiflmj .auMo ^BuAdoo 9Wjo uo.iss.iu^d i»,m P9onpa,dey \.a c /+ \3 c /+ \ a J M L a '+ nx/ ^ nx/ 1 .1 ii M ! t to t—* o\ ti La bruja y la hermana del Sol En un pais lejano hubo un zar y una zarina que tenian un hijo, llamado Ivan, mudo desde su nacimiento. Un dia, cuando ya habia cumplido doce ados, fue a ver a un palafrenero de su padre, al que tenia mucho carifto porque siempre le contaba cuentos maravillosos. Esta vez, el zarevich Ivin queria oir un cucnto; pero lo que oyo fue algo muy difereme de lo que esperaba, —Ivan Zarevich —le dijo el palafrenero—, deniro de poco dara a luz tu madre una nina, y esta hermana tuya sera una bruja espantosa que se comera a tu padre, a tu madre y a todos los servidores de palacio. Si quieres librarte tu de tal desdicha, ve a pedir a tu padre su mejor caballo y marchate de aqui adonde el caballo te lleve. El zarevich Ivan se fue qorriendo a su padre, y, por la primera vez en su vida, hablo. El zar tuvo tal alegria al oirle hablar que, sin preguntarle para que lo necesitaba, ordeno en seguida que le ensillasen el mejor caballo de sus cuadras. Ivan Zarevich monto a caballo y dejo en libertad al animal de seguir el camino que quisiese. Asi cabalgo mucho tiempo hasta que encontro a dos viejas costureras y les pidio albergue; pero las viejas le contestaron: —Con mucho gusto te dariamos albergue, Ivan Zarevich; pero ya nos queda poca vida. Cuando hayamos roto todas las agujas que estan en esta cajita y hayamos gastado el hilo de este ovillo, llegara nuestra muerte. El zarevich Ivan rompio a llorar y se fue mas alia. Camino mucho tiempo, y encontrando a Vertodub le pidio: —Guardame contigo. —Con mucho gusto lo haria, Ivan Zarevich; pero no me queda mucho que vivir. Cuando acabe de arrancar de la tierra estos robles con susraices, en seguida vendra mi muerte. El zarevich Ivan Iloro aun con desconsuelo y se fue mas alia. Al fin se encontro a Vertogez, y acercandose a el le pido albergue; pero Vertogez le repuso: —Con mucho gusto te hospedana pero, no vivire mucho tiempo. Me han puesto aqui para voltear esas montafias; cuando acabe con las ultimas, llegara la hora de mi muerte. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 12 Se despidio de el carinosam ente, dandole para el camino un cepillo, un peine y dos manzanas de juventud; cualquiera que sea la edad de la persona que com a una de estas manzanas rejuvenece en seguida. El zarevich llego al sitio donde estaba trabajando Vertogez y vio que quedaba solo una montaAa. Saco entonces el cepillo, lo tiro al suelo y en un instance aparecieron unas m ontanas altisimas, cuyas cimas llegaban al mismisimo cielo; tantas eran que se perdian de vista. Vertogez se alegro, y con gran jubilo se puso a trabajar, volteandolas como si fuesen plumas. El zarevich Ivan siguio su cam ino, y al fin llego al sitio donde estaba Vertodub arrancando los robles; solo le quedaban tres arboles. Entonces el zarevich, sacando el peine, lo tiro en m edio de un campo, y en un abrir y cerrar de ojos nacieron unos bosques espesisimos. Vertodub se puso muy contento, dio las gracias al zarevich y em pezo a arrancar los robles con todas sus raices. El zarevich Ivan continuo su cam ino hasta que llegd a las casas de las viejas costureras. Las saludo y regalo una manzana a cada una; eilas se las com ieron, y de repente rejuvenecieron como si nunca hubiesen sido viejas. En 13 Appendix F El zarevich derramo amarguisimas lagrimas y se fue mas alia. Despues de viajar mucho llego al fin a casa de la hermana del Sol. Esta lo acogio con gran carifto, le dio de comer y beber y lo cuido como a su propio hijo. El zarevich vivio alii contento de su suerte; pero algunas veces se entristecia por no tener noticias de los suyos. Subia entonces a una altisima montafta, miraba al palacio de sus padres, que se percibia alia lejos, y viendo que nunca salia nadie de sus m uros ni se asomaba a las ventanas, suspiraba llorando con desconsuelo. Una vez que volvia a casa despues de comtemplar su palacio, la hermana del Sol le pregunto: —Oye, Ivan Zarevich, ipor que tienes los ojoscomo si hubieses llorado? —Es el viento que me los habra irritado —contesto Ivan. La siguiente vez ocurrio lo mismo. En­ tonces la hermana del Sol impidio al viento que soplase. Por tercera vez volvio Ivan con los ojos hinchados, y ya no tuvo mas remedio que confesarle todo a la hermana del Sol, pidiendole que le dejase ir a visitar su pais natal. Ella no queria consentir; pero el zarevich insistio tanto que le dio permiso. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. agradecimiento le dieron un panueio que al sacudirlo formaba un profundo lago, Al fin llego el zarevich al palacio de sus padres. La hermana salio a su encuentro; le acogio carifiosamente y le dijo: —Sientate, hermanito, a locar un poquilo el arpa mientras que yo te preparo la comida. El zarevich se senlo en un sillon y se puso a tocar el arpa. Cuando estaba tocando, salio de su cueva un ratoncito y le dijo con voz humana: —iSalvate, zarevich! iHuye a todo correr! Tu hermana esta afilandose los dientes para comerte. El zarevich Ivan salio del palacio, m onto a caballo y huyo a todo galope. Entretanto, el ratoncito se puso a correr por las cuerdas del arpa, y la hermana, oyendo sonar el instrumento, no se imaginaba que su hermano se habia escapado. Afilo bien sus dientes, entro en la habitation y su desengaho fue grande al ver que estaba vacia; solo habia un ratoncito, que salio corriendo y se metio e n su cueva. La bruja se enfurecio, recninando los dientes con rabia, y echo a correr en persecucion de su hermano. Ivan oy6 el ruido, volvio la cabeza hacia atras, y viendo que su herm ana 14 casi le alcanzaba sacudio el panueio y al instante se formo un lago profundo. M ientras que la bruja pasaba a nado a la orilla opuesta, el zarevich Ivan se alejo bastante. Ella echo a correr aun con mas rapidez. iYase acercaba! Entonces Vertodub, com prendiendo al ver pasar corriendo al zarevich que iba huyendo de su herm ana, empezo a arrancar robles y a am ontonarlos en el camino; hizo con ellos una m ontana que no dejaba paso a la bruja. Pero esta se puso a abrirse camino royendo los arboles, y al Tin, aunque con gran dificultad, logro abrir un camino y pasar; pero el za­ revich estaba ya lejos. Corrio persiguiendole con sana, y pronto se acerco a el; unos cuantos pasos mas, y hubiera caido en sus garras. Al ver esto, Vertogez se agarro a la mas alta m ontana y la volteo de tal modo que vino a caer en m edio del camino entre am bos, y sobre ella coloco otra. M ientras la bruja escalaba las m ontanas el zarevich Ivan siguio co­ rriendo y pronto se vio lejos de alii. Pero la bruja atraveso las montafias y continuo la persecucion. Cuando le tuvo al alcance de su voz le gritd con alegria diabolica: —iAhora si que ya no te escaparas! •• •• j*' ' i* l «5 ' Estaba ya muy cerca, muy cerca. Unos pasos mas, y lo hubiera cogido. Pero en aquel m om enio el zarevich llego al palacio de la h er­ mana del Sol y em pezo a gritar: —iSol radiante, abrem e la ventanita! La herm ana del Sol le abrio la ventana e Ivan sal to con su caballo al interior. La bruja pidio que le entregasen a su herm ano. —Que venga conmigo a pesarse en el peso —dijo—. Si peso mas que el m e lo com ere, y si pesa el mas, que me mate. El zarevich consintio y am bos se dirigieron hacia el peso. Ivan se sento el prim ero en uno de los platillos, y apenas puso la bruja el pie en el otro el zarevich dio un salto hacia arriba con tanta fuerza que llegd al mismisim o cielo y se encontro en otro palacio de la herm ana del Sol. Se quedo alii para siem pre, y la bruja, no pudiendo cogerle, se volvio atras. Appendix 17 out hitting and thrashing n up a great multitude of sheaves of grain. Thus the ne home, stacked up the ent to the kingwith a peti-,ed," they 9aid. “He must ' all would be to promise d boots.'* The king's mesto the king," they said, tan, and a red shirt" The and, by my own request, tove, and the stove went The king wanted to put ved a great liking for the e r to let her marry him. , and had them both put covered with pitch and a ti ater. Finally the ia' be thrown out on .he _ e's command, by rown on the shore and of the barrel, and now uld some kind of hut. command, by my own and let this palace be this was accomplished te new palace and sent it As soon as he heard (emanded that she and :ame; the king forgave gether and to prosper. THE THREE KINGDOMS O A t im e there lived an old man with his old | wife. They had three sons—Egorushko the Nimble, nce upon Mishka the Bandy-legged, and Ivashko Lie-on-theStove. Their father and mother wanted to marry them off. They sent their eldest son to find a bride for himself. He walked and walked for a long time; wherever he looked at the girls, he could not choose a bride for himself, because none was to his liking. Then he met a three-headed dragon on the road and was frightened. The dragon said to him: “Where are you going, my good fellow?" Egorushko answered: “I have set out to get married, but I cannot find a bride." The dragon said: “Come with me; I w ill lead you. We shall see whether you can get a bride." They walked and walked, until they came to a big stone. The dragon said: “Turn up the stone; there you w ill get what you wish." Egorushko tried to turn it up, but could not move it. The dragon said to him: “There is no bride for you!" Egorushko returned home and told his father and mother what had happened. Again the father and mother pondered over what they should do, and then sent their middle son, Mishka the Bandy-legged, to find a bride. The same thing happened to him. The old man and his old wife thought and thought and wondered what to do; for if they sent Ivashko Lie-on-the-Stove, he surely would n o t accom plish an y th in g ! However,Ivashko Lie-on-the-Stovebegan to beg for a chance to have a look at the dragon. His father and mother at first would not let him go, but later they consented. Ivashko too walked and walked, and met the three-headed dragon. The dragon asked him: “Whither are you going, my good fellow?" Ivashko answered: “My brothers wanted to get married but could not find a bride; now it is my turn." “Come with me, then; I w ill show you whether you can get a bride." And so the dragon went along with Ivashko and they came to the same 49 220 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 50 Appendix F stone, and the dragon told him to turn up the stone from its place. Ivashko took hold of it, and the stone rolled off. There was a hole in the ground, and near it some thongs were fixed. The dragon said: “Ivashko, sit on the thongs; I will lower you, then you will come to three kingdoms, and in each of them you will see a maiden.” Ivashko was lowered, and started on his way. He walked and walked, until he came to the copper kingdom. He entered it and saw a beautiful maiden. She said: “Welcome, rare guest! Come in and sit down where you see a smooth place, and tell me whence you come and whither you are going/’ “Ah, fair maiden,” said Ivashko, “you have not given me food nor drink, yet you ask me questions.” The maiden placed all sorts of food and drink on the table; Ivashko ate and drank and told her that he was seeking a bride for himself. “And if I find favor with you,” he said, “please he my wife.” “No, my good man,” said the maiden. “Travel on still farther. Then you will come to the silver kingdom; there lives a maiden even more beauti­ ful than I.” And she gave him a silver ring. The gallant youth |{. thanked the maiden for her hospitality, said farewell to her, If; and went on. He walked and walked and came to the silver kingdom. He entered it and saw a maiden even more beautiful than the first. He asked a blessing and made obeisance: “I Balute you, fair maiden!” She answered: “Welcome, strange youth! Sit down and boast about who you are, and whence and for what busi­ ness you have come here.” “Ah, fair maiden,” said Ivashko, “you have not given me food nor drink, yet you are asking me questions.” The maiden 6et the table and brought all kinds of food and drink; Ivashko ate and drank as much as he wanted, then told her that he had set out to find a bride and asked her to be hiB wife. She said to him: “Co on still farther; beyond there is a golden kingdom, and in it lives a maiden even more beautiful than I.” And she gave him a golden ring. Ivashko said farewell to her and went on. He walked and walked, and came to the golden kingdom. He entered it and saw a maiden more beautiful than the others. So he asked a blessing and saluted the maiden, as is becoming. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The maiden began to ask him whence he came and whither he was going. “Ah, fair maiden,” said he, “you have not given me food nor drink, yet you ask me questions.” So she put all kinds of food and drink on the table, the best imaginable. Ivashko Lie-on-the-Stove treated himself amply to everything, and began to tell his story: “I am on my way to find a bride. If you wish to be my wife, come with me.” The maiden consented, and gave him a golden ball. They set out together. They walked and walked, and came to the silver kingdom; there they took the maiden with them; and again they walked and walked, and came to the copper kingdom; there, too, they took the maiden. Then all of them went to the hole from which they had to climb out, and they found the thongs hanging there. And the elder brothers were already standing by the hole, about to climb into it to find Ivashko. Now Ivashko seated the maiden from the copper kingdom on the thongs and shook them; the brothers pulled and lifted out the maiden, and lowered the thongs again. Then Ivashko seated the maiden from the silver kingdom, and the brothers pulled her out, and sent down the thongs. Finally he seated 10 the maiden from the golden kingdom, and the brothers pulled her out too, and dropped back the thongs. Ivashko now seated himself on them; his brothers pulled him too, pulled and pulled, but when they saw that it was Ivashko, they thought: “If we pull him out he might refuse to give us a maiden.” And they cut the thongs, and Ivashko fell down. Well, there was nothing he could do; he wept and wept, and then went on. He walked and walked, and this is what he saw. On a tree trunk sat an old man as big as an inch, with a beard a cubit long. Ivashko told him everything that had happened to him, and how. The old man instructed him to go farther. “You will come to a little house,” he said, “and in the house there lies a roan so tall that he stretches from corner to corner, and you must ask him how to get to Russia.” So Ivashko walked and walked, and came to the little house; he entered it and said: “Mighty giant, do not kill me. Tell me how to get to Russia.” “Fie, fie!” said the giant. “No one asked these Russian bones to come here; they have come by them51 selves. Well, go beyond thirty lakes. There a little house stands on a chicken leg, and in the house lives Baba Yaga. She has an eagle, and he will take you o u t” The good youth walked and walked, and came to the little house. He entered it, and Baba Yaga cried: “Fie, fie, fie! Rus­ sian bones, why have you come here?” Then Ivashko said: “Little grandmother, I came by order of the mighty giant to ask for your powerful eagle, that he might take me up to Russia.1' “Go to the garden,” said Baba Yaga. “At the gate there stands a sentry. Take the keys from him and go beyond seven doors. As you open the last door, the eagle will flutter his wings, and if you are not frightened by him, sit on him and fly. Only take some meat with you, and each time he looks back, give him a piece.” Ivashko did as Baba Yaga told him. He sat on the eagle and off they flew. They flew and flew; the eagle looked back, and Ivashko gave him a piece of m eat They flew and flew, and he gave meat to the eagle often; and now he had given the eagle all the meat he had, and there was still a long distance to fly. The eagle looked back, and there was no meat; so the eagle plucked a piece of flesh from Ivashko's shoulder, ate it, and dragged him out through the same hole to Russia. When Ivashko got down off the eagle, the eagle spat out the piece of flesh and told him to put it back into his shoulder. Ivashko did so, and his shoulder healed. He came home, took the maiden of the golden kingdom from his brothers, and they began to live happily together and are still living. I was at their wedding and drank beer. The beer ran along my mustache but did not go into my mouth. EL NEN PRODIGl6S Appendix F Hi havia una vegada un acreditat comerciant que vivia amb la seva dona i tenia moltes riqueses. Tot i aix6, el matrimoni no era feli^ perqud no tenia fills, fet que tots dos desitjaven fervorosament i, per aixd, demanaven a Ddu tots els dies que els concedis la gracia de tenir un nen que els fes molt felifos, tinguds cura d'ells quan fossin grans i heretes els seus bdns i preguds per les seves animes despres de morts. Per agradar a Ddu ajudaven als pobres i desvalguts i els donaven almoines, m enjar i allotjament; a mds, van construir un gran pont que travessava una llacuna pantanosa propera al poble, per a qud tothom pogues fer-lo servir i no haguessin de donar tanta volta. El pont valia molts diners, perd, encara i aixi, el comerciant va portar a terme el seu projecte i el va construir, ja que volia el be dels altres. U n cop que el pont va ser acabat, va dir al seu majordom Fedor: - Ves i seu sota el pont i escolta be el que la gent diu de mi. Fedor se'n va anar, va seure sota del pont i es va posar a escoltar. Pel pont passaven tres virtuosos homes veils que parlaven entre ellsjCi deien: - Amb que recompensariem l’home que ha fet construir aquest pont? Li donarem un fill que tingui la virtut que tot alio que digui s'acompleixi i que tot alld que demani a Deu li sigui concedit. El majordom, despres d’haver sentit aquestes paraules, va tomar a casa. - Qud diu la gent, Fedor? -li va preguntar el comerciant. - Diuen coses molt diverses: alguns pensen que has fet una obra de caritat construint el pont, d'altres opinen que nomes ho has fet per vanagloriar-te'n. Aquell mateix any la dona del comerciant va donar a Hum un fill, al qual van batejar i el van posar al bressol. El majordom, envejds de la felicitat dels altres i desitjos del mal del seu senyor, a mitja nit, quan tothom dormia profundament, va agafar un colomi, el va matar, va tacar el Hit, els bra 9 0 s i la cara de la mare amb la seva sang, va robar el nen i va donar-lo a una dona d'un poble llunya per a que el cries. Pel mati, els pares es van despertar i van notar que el seu fill havia desaparegut; per mds que el van buscar per tot arreu no van poder trobar-lo. Llavors I'astut majordom va assenyalar la mare com a culpable de la desaparicio. - Se I'ha menjat la seva marel -va dir-. Guaita, encara te els brafos i els Uavis tacats de sang. Enrabiat, el comerciant va fer empresonar a la seva dona sense fer cas de les seves protestes d'innocencia. 223 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix F r V 224- Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix F D'aquesta manera van passar alguns anys, i mentrestant el nen va crdixer i va comen^ar a c6rrer i^parlar. Fedor es va acomiadar del comerciant, es va establir en un poble a la vora del mar i es va emportar el nen a casa seva. Aprofitant-se del do divi del nen, li manava realitzar tots els seus capricis totdient: - Digues que vols aixo i alio i alio altre. Nomds pronunciar el seu desig, aquest es realitzava a I'instant. Al final un dia li va dir: - Escolta, nen, demana a Deu que aparegui aqui un nou regne, que des d'aquesta casa fins al palau del tsar es formi sobre del mar un pont tot de cristall de roca i que la filla del tsar es casi amb mi. El nen va demanar el que Fedor li deia i, de seguida, d'una vora a 1'altre del mar, es va estendre un meravellos pont, tot ell de cristall de roca, i va apareixer una esplendida poblacio amb sumptuosos palaus de marbre, innumerables esglesies i alts castells per al tsar i la seva familia. Al dia seguent, en despertar-se, el tsar va mirar per la finestra, i en veure el pont de vidre, va preguntar: - Qui ha construit aquesta meravella? Els cortesans es van assabentar i van anunciar al tsar que havia estat Fedor. - Si Fedor es tan habil -va dir el tsar-, li donare la meva filla per esposa. Amb gran rapidesa es van fer tots els preparatius per a la boda i van casar Fedor amb la bonica filla del tsar. Un cop instal.lat al palau del tsar, Fedor va comencar a maltractar el nen; el va fer el seu criat, el renyava i el pegava a cada pas i, de vegades, el deixava sense menjar. Una nit Fedor parlava amb la seva dona, que ja estava estirada al Hit, i el nen, amagat en un raco fosc, plorava silenciosament i sense consol. La filla del tsar va preguntar a Fedor quina era la causa del seu do meravellos. - Si abans nomes eres un pobre majordom, com vas aconseguir tantes riqueses? Com vas poder en una nit fer el pont de vidre? - Totes les meves riqueses i el meu poder magic -va contestar Fedorlesr he obtingut gr&cies a aquest nen que hauras vist sempre amb mi i que vaig robar al seu pare, el meu antic senyor. - Explica'm com ho vas fer -va dir la filla del tsar. - Jo estava de majordom a la casa d'un ric comerciant al qual D6u havia prom ts que tindria un fill dotat de la virtut d'aconseguir tot aU6 que demands i de veure realitzat tot alld que diguds. Per aixd, en ndixer el nen jo el vaig robar, i per'^qud no sospitessin de mi, vaig acusar la seva mare dient a tothom que siiavia menjat el seu propi fill. 225 Reproduced with permission o f the copyright owner. Further reproduction prohibited without permission. Appendix F Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix F El nen, despres d'haver sentit aquestes paraules, va sortir del seu amagatall i va dir-li a Fedor: - jLladre! jPel meu prec i per la voluntat de Ddu, transformat en gosl Nomds pronunciar aquestes paraules, Fedor es va transformar en gos. El nen va Uigar-li al coll una cadena de ferro i va marxar amb ell a casa del seu pare. Un cop alia, va dir al comerciant: - Vols donar-me unes cendres? - Per qu6 les necessites? - Perqud he de donar de menjar al gos. - Que dius nen? -va contestar el comerciant-. O n s*ha vist que els gossos s'alimentin amb brases? - 1 on sb a vist que una mare es pugui menjar &1 seu fill? Has de saber que jo s6c el teu fill i que aquest gos 6s el teu infame majordom Fedor, que em va robar de casa teva i va acusar falsament la meva mare. El comerciant va voler contixer tots els details i, segur de la innocencia de la seva dona, va fer-la posar en llibertat. Despres, van anar a viure tots al nou regne que havia aparegut a la vora del mar per desig expres del nen. La filla del tsar va tom ar a viure al palau del seu pare i Fedor es va quedar convertit en un gos miserable la resta dels seus dies. 227 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix G Appendix G All the translations w ere m ade by the researcher. T h e participants did not read any o f these tran slatio n s as they w ere com pleted a year after m y stay in Barcelona. The Witch and the Sun's sister Once upon a time in a faraw ay land, there was a T s a r and a T sarin a who had a mute son named Ivan. O ne day, when the boy was tw elve years old, he w ent to visit one o f his father's servants whom he was fond o f because he always told him ex tra o rd in a ry tales. T his time, Ivan, the T s a r's son, w anted to hear a tale b u t w h at he had to listen was com pletely different. - Ivan, son of the T s a r - the serv an t said - very soon y o u r m o th er will give birth to a daughter. T h is sister o f yours will be a terrible w itch th a t will eat your father, your m o th e r and all the nobles in the palace. If you w an t to escape from such a tragedy , go and ask your father for his best horse and run away as far as the horse takes you. Ivan, the son o f the T s a r, ran to his father and, for the first tim e in his life, he spoke. His father was so happy to hear him talk th a t w ith o u t asking him why, he had his best h orse ready for a ride. Ivan jum ped on the h orse and let him ride w herever he w anted. H e rode for a long time till he m et to old seam stresses. He asked them for sh elter b u t they responded: - W e would love to give shelter, Ivan, but our lives are n o t g oing to last for much longer. Once w e have used all the needles th a t we have in this little box and we have used all th e threat, then we'll die. T he T sar's son, Ivan, sta rte d cry in g and kept going. H e continued for a long time and then he m e t V ertodub. H e asked him: - Keep me by your side. - 1 would gladly do it, Ivan, b u t I will die very soon. O nce I finish felling all these trees, I will im m ediately die. T h e T sar's son, Ivan, sta rte d c ry in g even louder and k ep t going. A fter a while he m et V ertogez. A s he approached him, he asked him for shelter, b u t Vertogez replied. 228 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix G - I would gladly give you shelter but I will n o t live for a long time. I have been ordered to clear these m ountains. O nce I finish with the last ones, m y time to die will come. T he T sar's son shed some b itte r tears and k ep t going. After riding for a long time, he reached the Sun's sister house. She welcomed him very w arm ly. She fed him, gave him som ething to drink, and she took care o f him like a son. T he T sar's son lived there happily b u t som etim es he was sad because he had no news o f his family and friends. He used to climb up a high hill and from there he used to w atch his parents' castle from a faraway distance. Because he never saw anyone leaving the castle o r anyone looking out the windows, he cried and cried w ithout any consolation. One day he was com ing back home after a lo n g tim e contem plating th e castle, the Sun's sister asked him: - Listen, Ivan. W h y are yo u r eyes red as if you had cried? - I think the wind has irritated my eyes - Ivan said. T h e next time, Ivan said the same thing. A t th a t point, the Sun's siste r made the wind stop. T h e third tim e she saw Ivan's red eyes, Ivan had to confess the reason why he cried. He begged h er for permission to visit his homeland. A t first, she said no b u t after he begged and begged, she agreed. She bid him farewell and she gave him a brush, a comb, tw o magic apples o f eternal youth (anyone who ate these apples would become younger instantly). T h e T sar's son started his way back home. W h en he ran into V ertogez, there was only one m ountain left. W hen he saw th at, he took the brush o u t o f his bag and threw it onto the floor. As soon as he did that, many m ountains th a t reached the sky appeared in front o f him. T h e re w ere so many th a t it was hard to see them all. V ertogez was so happy th a t he immediately started w orking clearing the m ountains as it they w ere feathers. T he T sar's son continued on his way and finally he reached the place w here V ertodub was c u ttin g dow n some trees. T h e re were only three trees left. A t th a t moment, the T sa r's son took out the com b o u t o f his bag and he th rew it in the middle o f the field. V ery thick forests appeared rig h t away on th e spot. V ertodub was so happy th a t after thanking the T sa r's son, he started felling the trees pulling them o u t o f the soil w ith th eir roots. T h e T sar's son continued o n his way until he reached the old seam stresses house. He g reeted them and gave them one m agic youth apple to each o f them. T h ey ate the apples and suddenly they become so young as if th ey had 229 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix G never been old. As a token o f their g ratitu d e, they gave him a magic handkerchief th a t w hen throw n on the floor became a deep lake. Finally, the T sa r's son arrived a t his parent's palace. His sister came o u t to welcome him. He greeted him w arm ly and told him: - Sit down, dear brother, play the harp for me while I cook some food for you. T h e T sa r's son sa t on a chair and started playing the harp. W hile he was playing, a little m ouse came o u t o f a hole and spoke w ith a hum an voice: - Escape T sa r's son! R un as fast as you can! Y our sister is sharpening her teeth to eat you. T h e T sar's son ran o u t o f the palace, ju m p on the horse and rode away as fast as he could. M eanw hile the little mouse was ru n n in g up and dow n the harp chords and Ivan's sister did n o t think th at he had escaped because she kept listening to the sound o f the harp. She sharpened her teeth really well. But when she walked into the room , she was truly disappointed. She only saw a little mouse th a t ran aw ay and hid in a hole. T h e w itch became so angry th at her teeth screeched noisily as she ran after her brother. Ivan heard the noise and looked back. He saw his sister alm ost catching up and he rem em bered the m agic handkerchief. He threw it and im m ediately there was a lake rig h t there. As the witch slow ly crossed the lake sw im m ing, Ivan advanced a long distance. T h en she started running even faster. She was g ettin g very close! A t th a t point, V ertodub saw the T sar's son ru n n in g away from his sister. He started piling up trees along the way. T h e pile was as big as a m ountain th a t stopped the w itch. She started gnaw ing th e tru n k s away till she finally she was able to cross. B ut Ivan was gone. She ran fiercely and very soon she was ju s t a few steps away from him . Ivan was alm ost w ithin reach. W hen V ertogez saw this he threw a m ountain upside down betw een Ivan and the w itch. T h e n he threw another one and then another. W hile the w itch was busy clim bing up the m ountains, Ivan keep ru n n in g and very soon he was far far away. B ut then the witch crossed the range o f m ountains and continued the chase. O nce the w itch had him w ithin easy reach, she shouted with wicked joy: Y ou w on't escape now! She was very very close. A few more steps and she w ould have cau g h t him. B ut a t th at m om ent, the T sa r's son reached the Sun's sister's palace and he started shouting: - Shining sun, open y o u r little window! 230 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix G T h e Sun's sister opened h e r window and Ivan ju m p ed w ith his horse through the window. T h e w itch dem anded th at the Sun's sister tu rn in his b ro th er to her. Let him come o u t and w eigh him self in this balance - she said. - If I weigh more th an him, I'll eat him. But if he w eighs m ore than I, he can kill me. T he T sar's son accepted and they both w ent to th e balance. Ivan sat first on one o f the plates. As soon as the witch set one foot on the o th er plate, the T sar's son jum ped so high w ith such force th a t he reached the skies w here he found another o f the Sun's sister's palaces. He stayed there forever and the witch unable to catch w ent away. The magic child Once upon a tim e there was a well-established m erchant who lived with his wife and who had ow ned m any riches. U nfortunately, the couple was not happy because they did n o t have children, which was som ething th at they wished very much. T h a t's w hy they prayed to G o d to have a child who would make them very happy, who would take care o f them when they were older, who would inherit th eir w ealth, and who would pray for their souls after they died. •" In order to make G od happy, they help the poor and needy giving them money, food and a place to sleep; also they built a big bridge th at crossed a lake very close to th e ir tow n so th at everyone could use it and they did not have to go far aw ay to cross it. T h e bridge had c o st them a lo t of m oney and yet the m erchant finished it because it was so m eth in g good for everybody. Once he had finished the bridge, he told his b u tle r Fedor: - Go and sit under the bridge and listen carefully to w h at people say about me. Fedor w ent on his way, s a t under the bridge and he listened carefully. O ver the bridge, th ree wise old m en were talking as th e y w ere crossing the bridge. - How are we g o in g pay this man who built this bridge? W e will give him a son who will have th e g ift to predict w h at will happen and th a t w hatever he prays to G od will com e tru e. T h e butler, after listen in g to these men, w ent b ack to his m aster. - W h at have th e people said about me, Fedor? - th e m erchant asked. - T h ey say several different things: some th in k th a t you have done some charity by building th e bridge. Some others th in k th a t you ju s t did it to feel superior. 231 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix G T h a t sam e year, the m erchant's wife gave b irth to a boy. One m idnight, the butler, jealous o f the happiness o f his m aster and w anting to h u rt him, killed a pigeon and while everyone was heavily asleep, sm eared the pigeon’s blood on the m other's bed, arm s and face. H e took the baby away and gave it to a w om an in a faraw ay tow n so th a t she w ould raise him. T h e n e x t m orning, the parents o f the child woke up and realized th a t the child had disappeared. T h ey searched for him b u t they could n o t find him anyw here. A t th a t point, the butler blam ed the m other o f the disappearance. - She ate h e r child! - the butler said. - Look, h er arm s and lips are still covered w ith blood. Enraged, the m erch an t p u t his wife in prison w ithout listen in g to her pleads o f innocence. Some years w ent by and the m erchant's child grew up and started running and talking. F edor decided to leave the m erch an t and he w ent to live in a sm all tow n on the ocean. He took the child w ith him . T a k in g advantage o f the child's m agical pow ers, F edor kept asking the child to wish for all he wanted: - Say th a t you w ant this and that. As soon as the child wished for som ething, he immediately g o t it. O ne day, F ed o r told him: - Listen, child, ask G od for a new kingdom . A sk for a crystal bridge over the ocean from this house to the T sa r's palace. Ask th a t the T sar's d au g h ter m arry me. T h e child prayed for w hat Fedor requested and rig h t away appeared a beautiful crystal bridge and a rad ian t tow n w ith castles, churches and high tow ers for the T s a r and his family. T h e n e x t day, w hen the T sa r woke up, he looked up the window and when he saw th e bridge, he asked: - W h o build this w onderful sight? T h e nobles responded th a t it had been Fedor. - If F e d o r is so skillful - the T s a r said -, I w ill give him my d au g h ter as a wife. W ith g re a t diligence, they prepared th e w edding and F edor m arried the T s a r's p re tty daughter. O nce F edor m oved into the T sar's palace, he started a b using the child. H e made the child his servant, scolded him, h it him and som etim es neglected to feed him. O ne n ig h t, F e d o r was talking to his wife w hile ly in g in bed and while the child w as hiding in a dark corner cry in g silently. T h e T sa r’s d au g h ter asked F e d o r how he had acquired such m agical pow ers. 232 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Appendix G - If before you were only a p o o r butler, how did you g e t such w ealth? How did you build a crystal bridge overnight? - All m y w ealth and m y m agic pow ers - F edor answ ered - 1 g o t because of the child you have around me and whom I kidnapped from his father, my form er m aster. - E xplain to me how you did it - the T sar's d au g h ter said. - I was the butler a t a rich m erchant's house. G od had prom ised to him that he w ould have a son w hose w ishes would always becom e true. T h a t's why w hen the boy was born, I kidnapped him and in o rd er to avoid any suspicion, I accused the child's m o th er o f having devoured him. T h e child, after hearing such words, came out o f his hiding place and said to Fedor: - T hief. By my ow n desire and by G od's will, transform into a dog! T h e n the child tied the d og by the neck with a m etal chain and left for his dad's home. O nce he go t there, he told th e m erchant: - C ould you give me som e ashes? - W h a t do you need them for? - I need them to feed this dog. - W hat! - the m erchant said - W h y on earth do you th in k th a t dogs eat ashes? - W ell, w hy on earth do you th in k a m other w ould e a t h er child? I am your son and this dog is your old servant, Fedor. He kidnapped m e and falsely accused m y m other. T h e m erchant w anted to know all the details and once he was convinced o f h er innocence, he se t the child's m o th er free. T h e n the th ree o f them w ent to live in a new kingdom by the sea th a t the child had w ished for. T h e T sa r's dau g h ter w ent back to live w ith her father and F e d o r rem ained a poor d o g the rest o f his life. 233 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. V IT A Gonzalo Isidro Bruno E D U C A T IO N 2002— Ed.D. in L anguage Education, Indiana U niversity, Bloom ington 1995— M.A. Applied L inguistics/T E S O L , Indiana U niversity, Bloomington 1994— M .A.T. Spanish, Indiana U niversity, B loom ington 1992— Licenciatura E n glish /T E S O L , N ational U niversity o f Mexico, M exico City P R O F E S S IO N A L W O R K 2000-present—C oordinator, Leo R. D ow ling In tern atio n al C enter, Indiana U niversity 1995-2000—D iversity consultant, Division o f R ecreational Sports, Indiana U niversity 1998-2000—Associate instructor, Student Academic C enter, Indiana U niversity 1992-1997—A ssociate instructor, D epartm ent o f Spanish and Portuguese, Indiana U niversity 1990-1992—L ecturer, M odern Languages D epartm ent, N ational U niversity o f Mexico 19S7-1990—L ecturer, E nglish D epartm ent, U niversity o f the Americas 19S6-19S7—E nglish teacher, Sciences and H um anities College, N ational U niversity o f Mexico 19S4-19S6—E nglish teacher, Secondary Schools, M exico HONORS AND AW ARDS 2000—L L EG O N ational Latino G L B T Leadership Sum m it Conference G ra n t 1997-199S—Indiana U niversity-U niversity o f Barcelona Academic Exchange Fellow ship 1996—V olunteer o f the Y ear Award, D ivision o f R ecreational Sports, Indiana U niversity 1984?—H onorary C itizen o f T exas Reproduced with permission o f the copyright owner. Further reproduction prohibited without permission.

RELATED PAPERS

Journal of Clinical Microbiology

Characterization of 2009 Pandemic Influenza A (H1N1) Virus Specimens with a Positive Hemagglutinin 1 Signal in the Luminex xTAG Respiratory Viral Panel Assay

2011 •

Eileen Burd

View PDF

MATEC Web of Conferences

Microstructure and micro-hardness analyses of titanium alloy Ti-6Al-4V parts manufactured by selective laser melting

2017 •

Alin Pop

View PDF

Indonesian Journal of Obstetrics & Gynecology Science

Primigravida Hamil 12 Minggu dengan Atrial Septal Defect Secundum dan Hipertensi Pulmonal Berat Janin Tunggal Hidup Intrauterin

2019 •

Cindy Kesty

View PDF

Revista DAE

Simulação da Qualidade de àgua em Redes de Distribuição Empregando EPANET MSX

2014 •

Edevar Luvizotto Jr.

View PDF

Emerging Infectious Diseases

Tropheryma whipplei in Feces of Patients with Diarrhea in 3 Locations on Different Continents

2021 •

Matthias Maiwald

View PDF

Journal of the Taiwan Institute of Chemical Engineers

Carica papaya lipase-catalyzed transesterification resolution of secondary alcohols in organic solvents

2009 •

Shau-Wei Tsai

View PDF

Food Science and Technology (Campinas)

Rheological behavior of Brazilian Cherry (Eugenia uniflora L.) pulp at pasteurization temperatures

2013 •

Alessandra Santos Lopes

View PDF

Journal of the Franklin Institute

control of a class of discrete-time Markov jump linear systems with piecewise-constant TPs subject to average dwell time switching

2012 •

lingjie chen

View PDF
All pōḷī caklā, 'flat bread board' inscriptions, relate to iron metalwork accounting

Srini Kalyanaraman

View PDF

Materials

New O3-Type Layer-Structured Na0.80[Fe0.40Co0.40Ti0.20]O2 Cathode Material for Rechargeable Sodium-Ion Batteries

2021 •

Basit Ali

View PDF

International Journal of Innovative Research in Computer Science & Technology

Speed Control of DC Motor Using Aco Based Fopid Controller

2020 •

JATIN YADAV

View PDF

The Journal of Physical Chemistry B

Analysis and Parametric Optimization of 1 H Off-Resonance Relaxation NMR Experiments Designed to Map Polypeptide Self-Recognition and Other Noncovalent Interactions

2006 •

Rahul Das

View PDF
Avaliação de dano genético em agricultores: agricultura biológica e tradicional

2014 •

Susana Silva

View PDF

Tecnologia En Marcha

Establecimiento in vitro y pruebas preliminares de micropropagación en medio semisólido y líquido de frambuesa (Rubus idaeus L.)

2007 •

Fiorella Castro

View PDF

International Journal of Human Sciences

Examining digital competence of teachers within the context of lifelong learning based on of the twenty-first century skillsÖğretmenlerin yirmi birinci yüzyıl becerileri ışığında ve yaşam boyu öğrenme bağlamında dijital yeterliliklerinin incelenmesi

2015 •

Taha Yazar

View PDF

Nederlands tijdschrift kerk & recht

De erkenning van het kind, reflecties over ‘informed consent’ bij weigering van bloedtransfusie aan de hand van De Kinderwet van Ian McEw

2022 •

Carinne Elion-Valter

View PDF

PERcursos Linguísticos

Ideologia e Imaginário Em Funcionamento Em Discurso Veiculado Por Revista Masculina

2016 •

Maria Cleci Venturini

View PDF

OphthaTherapy. Therapies in Ophthalmology

Vitrectomy in stage 5 ROP – surgical and functional results of 1000 vitrectomies

2021 •

M. Prost

View PDF

Animal Reproduction Science

Development and viability of bovine preplacentation embryos treated with swainsonine in vitro

1999 •

Reed Holyoak

View PDF

Emerging Powers, Emerging Markets, Emerging Societies

New Tourists at Old Destinations: Chinese Tourists in Europe

2016 •

Karina M. Smed

View PDF
Poesía chilena contemporánea

2009 •

Nain Nomez

View PDF

Haematologica

Expected number of childhood cancers in Italy from 2001 to 2015

2007 •

Guido Pastore

View PDF

Contemporary Mathematics

An extension of a theorem of Wermer, Bernard, Sidney and Hatori to algebras of functions on locally compact spaces

2003 •

Eggert Briem

View PDF

Investigative Radiology

Clinical Magnetic Resonance Spectroscopy

1989 •

Jutta Ellermann

View PDF

International Journal For Multidisciplinary Research

The Impact of Workplace Set-Up on the Job Performance of an Employee

2024 •

Renzo Pulga

View PDF

RELATED TOPICS

metacognitive reading strategies