Wholeness in Language Acquisition

Language Learning Through Reading and Writing Among Multicultural Students

Abstract

Understanding the reading and writing of L2 learners has been always a challenge for language teachers (de Jong & Harper, 2005; Hyland, 2007; Spack, 1988). The Morpheme Order Studies and Language Transfer Theory have confirmed the challenges of L2 learners, especially among multicultural students (Krashen, 1982; & Cziko, 1978; Goldschneider & DeKeyser, 2002; Lowie & Verspoor, 2007; Nunan, 2009; Spencer, 2003).  Teaching such L2 learners require immense theoretical, practical and subsequently a wholistic approach (Kumaravadivelu, 2000). This qualitative study (case study) seeks to examine the challenges of language transfer among the multicultural students of a private higher education institution in Silang, Philippines. Research respondents were the multi-cultural Higher Education Students and their English language teachers. The data was collected through observation, interviews and focus group. The findings do show the possible challenges and acceptance of language transfer. The study ended with recommendations to bridge the gap of the challenging knowledge experiences of L2 teachers and learners of multi-cultural background.