The contribution of cognitive and linguistic skills in L1 and EFL to English spelling among native speakers of Arabic and Hebrew

Abstract

Learning to spell accurately is a fundamental, yet understudied, component of becoming literate across languages, particularly spelling across typologically different languages within the same individual. This study explored L1 and English as a foreign language (EFL) contributors to EFL spelling among fifth grade Hebrew (N = 190) and Arabic (N = 164) speakers. These languages were chosen because of shared typological features. Cognitive (RAN, phonological awareness) and linguistic tasks (reading, spelling, letter name, orthographic, morphological awareness) were administered in L1 and EFL. Correlational patterns were different for each group, as were L1 contributors in the regression models. However, when EFL tasks were added to the models, only EFL reading and orthographic skills contributing to EFL spelling for both language groups. a Performance pattern differences highlight the importance of exploring spelling in multilingual settings, across different language typologies, particularly in light of the fact that many EFL classes are comprised of learners from different L1 backgrounds.