Mother-Tongue Literacy and Third-Language Learning: Educational Implications for Afghan Learners in Iran

دسته بندی موضوعی : برنامه ریزی درسی و آموزشی

زبان : فارسی

نوع فایل : PDF

تعداد صفحات : 8

وضعیت : این مقاله توسط هیات داوران پایگاه ایران ژورنال داوری شده است
فصل نامه علمی تخصصی پژوهش برتر - سال دوم شماره اول - بهار 1405

نویسندگان :
صغرا پوراسماعیل کارشناس ارشد آموزش زبان انگلیسی دانشگاه پیام نور گیلان

ثبت شده توسط : ایران ژورنال

لینک مستقیم مقاله : https://iran-journals.com/doc/4704

چکیده فارسی :

Research on multilingualism often considers how knowledge of more than one language may support the learning of an additional language. However, knowing a language orally and having experience reading and writing it are not identical experiences. This distinction may be relevant to Afghan learners in Iran who use Dari in family or community settings and Iranian Farsi in wider social and educational contexts. Drawing on the context and findings of a classroom-based study of English vocabulary learning among Afghan Dari-Farsi bilingual and Iranian Farsi-speaking learners, this article discusses mother-tongue literacy as a potential factor in third-language learning. Findings from the author’s previous research (Pooresmaeil, 2018) indicated no statistically significant group differences in vocabulary pre-test scores, post-test scores, or general English proficiency. Because literacy in Dari was not independently measured, these findings cannot establish whether mother-tongue literacy affected English vocabulary learning. Instead, the article develops a cautious educational interpretation: oral bilingualism should not automatically be treated as equivalent to balanced literacy in both languages, and researchers should measure learners’ language and literacy experiences more precisely. Practical implications include gathering language-background information, assessing oral and written skills separately, and avoiding deficit-based assumptions about multilingual learners. The article concludes with directions for research that directly examines the relationship between mother-tongue literacy and additional-language learning.

کلمات کلیدی فارسی :
mother-tongue literacy, third-language learning, multilingual learners, Afghan learners, vocabulary learning