Multilingual reading proficiency in an emerging parallel-language environment

Rapid changes have taken place in the linguistic environment of higher education in Europe, where many students attend parallel-language courses, leading to a use of English (officially a foreign language) for academic purposes alongside the local language. This study investigated the relationship of Swedish students' reading habits and abilities in Swedish and English. Their reading abilities were assessed with an interview and a Swedish and English reading test, and their reading habits with an interview, questionnaire, and Author Recognition Test. The study found correlation between English reading ability and some of the reading habits measures which is more reminiscent of situations where English is an official language. This was reflected in the students' reading habits. Their leisure reading included both Swedish and English material, and their choice between the two depended primarily on factors such as quality and availability, and not language. So for these students there is little difference between reading difficulty in L1 and L2. These results suggest that many students in the parallel-language environments are highly biliterate, implying very different EAP requirements than encountered elsewhere. Implications are discussed.

► A large proportion of Swedish students can be called biliterate in L1 and English.
► Their leisure reading choices are based on factors other than language.
► Students' English reading skills are somewhat correlated with print exposure.
► Students' EAP needs are different depending on the level of their L1 literacy.
► Teaching needs to be targeted to the diverse nature of this constituency.