Bridging the Gap Between Native Language and Second Language Literacy Instruction: A Naturalistic Study

Abstract The purpose of this study was to determine the context in which Dominican students attain native language literacy, in order to improve on English as a Second Language instruction. An ethnographic study was conducted in a redacción class at the Universidad Autonoma de Santo Domingo in the Dominican Republic, using interviews, taped transcripts, and videotapes. The researcher sought to identify specific classroom behaviors used by both the professor and the students as they learned to improve their reading and writing skills in their native language. The results of the study showed that students practice analysis and categorization of text, summary and text-related writing in a teacher-directed class setting. In English as a Second Language classes in the United States, therefore, they would need preparation in expository writing and reader response activities. Pedagogical implications for teacher-training curricula are included.