The present study aims to examine the similarities and differences in patterns of literacy transfer of two Korean collegelevel students: an immigrant student and an international student, enrolled in a midwestern American university. Data collected from three interviews of each participant are analyzed under two general emerging themes: (1) literacy transfer between insideschool and outsideschool contexts at the secondary school, and (2) literacy transfer between the first language(L1) and the second language(L2). Both participants writing practices at home highly influenced their school literacy practices and vice versa. However, a discrepancy was found from participants perceptions toward L1 to L2 literacy transfer. While one believed that L1 literacies had played a positive role in L2 literacies, the other perceived that L1 literacies had hindered L2 literacies. The results may yield significant pedagogical implications with regard to improving students literacies.
언어과학 28권2호 (2021.5) http://dx.doi.org/10.14384/kals.2021.28.2.177 ISSN 1225-2522 (Print) / ISSN 2508-4267 (Online) A Study on an Immigrant and an International Student’s Literacy Transfer Yoon Jung Kim* 6) Yoon Jung Kim (2021), A Study on an Immigrant and an International Student’s Literacy Transfer Journal of Language Sciences 28(2), 177-196 The present study aims to examine the similarities and differences in patterns of literacy transfer of two Korean college-level students: an immigrant student and an international student, enrolled in a midwestern American university Data collected from three interviews of each participant are analyzed under two general emerging themes: (1) literacy transfer between inside-school and outside-school contexts at the secondary school, and (2) literacy transfer between the first language(L1) and the second language(L2) Both participants' writing practices at home highly influenced their school literacy practices and vice versa However, a discrepancy was found from participants' perceptions toward L1 to L2 literacy transfer While one believed that L1 literacies had played a positive role in L2 literacies, the other perceived that L1 literacies had hindered L2 literacies The results may yield significant pedagogical implications with regard to improving students' literacies (Kyungnam University) ❙Key Words❙ literacy transfer, first language(L1), second language(L2), new literacy studies, out-of-school literacy practices, in school literacy practices * Yoon-Jung Kim/Kyungnam University/Assistant Professor 178 언어과학 제28권 2호 (2021 5) Introduction Traditionally, teachers believed that literacy could be learned only within the classroom context(Schultz, 2002) They did not value their students' literacy practices outside of school However, literacy teachers and researchers have begun to realize that they cannot fully understand and evaluate students' literacy practices without taking the students' entire lives into account(Schultz, 2002) Pyo(2015: 14) even argued that due to the school's strict adherence to the traditional views of literacy, students' in school literacy practices cannot reveal “their real world involvement with literacy” Therefore, despite a momentum in the late 1990s, literacy scholars have paid increasing attention to literacy outside of school from the 1980s(Hull and Schultz, 2001; Pyo, 2015) They have found out that some students engage in more diverse literacy activities at their homes, in their communities, or in their after-school programs(Barton and Hamilton, 1998; Finders, 1997; Schultz, 2002) It has not been rare to find that students who seemed incompetent or unmotivated in school literacies actually enjoy literacies outside of school contexts(Finders, 1997; Smith and Wilhelm, 2002) Moreover, later studies attempted to investigate students' digital literacy practices via Internet(e.g Black, 2009; Bulfin and North, 2007; Courtland and Paddington, 2008; Jacobs, 2004) or mobile(e.g Plester, Wood and Bell, 2008), again emphasizing the necessity of examining multiliteracies Moving beyond the scope of the first-language(L1) literacy practices, although still dearth of empirical studies, there has been a growing interest regarding this literacy transfer issue in the second-language(L2) literacy The literacy transfer may become much more complicated because besides the literacy transfer between inside and outside school, L1 to L2 literacy transfer and vice versa should be integrated for an authentic account of the issue When a child or an adolescent encounters new literacies, it is obvious that he or she will confront difficulties because of a new language as well as a new culture A majority of studies have examined immigrant children's literacy practices, and most recent studies A Study on an Immigrant and an International Student’s Literacy Transfer 179 have looked into those of immigrant adolescents(e.g Lam, 2000; Yi, 2008; Yi and Hirvela, 2010), both in and out-of-school contexts However, still a limited number of studies were found for college-level students’ literacy practices Moreover, very few of them reflect stories of international students This argues for the need to investigate immigrant students as well as international students at the university level Two objectives underlie present study First of all, this research was designed to examine relationships between inside and outside of school literacies, specifically focusing on both participants' literacy activities during their secondary school years In addition, the researcher examined the literacy transfer between L1 and L2 By comparing the findings from the two focal participants, the study also sought to investigate the influence of native language and culture on their L2 literacies The study was conducted based on the following research questions: How the participants’ literacy practices outside of school influence those of inside the school and vice versa? What are the similarities or differences between an immigrant student’s and an international student’s perceptions? How the participants’ L1 literacy practices influence their L2 literacy practices and vice versa? What are the similarities or differences between an immigrant student’s and an international student’s perceptions? Literature Review 2.1 New Literacy Studies(NLS) Historically literacy practices, either reading or writing, were considered to be simply the psychological/cognitive processes of meaning making(Bloome and Katz, 1997) Thus, literacy studies only focused on school literacies where students learn technical skills It was only important to test students' abilities to read and write “formalized, 180 언어과학 제28권 2호 (2021 5) monolingual, monocultural, and rule-governed forms of language”(New London Group, 1996: 61) in school contexts However, literacy scholars began to argue that school literacy is only one form among many literacies(Street, 1984) According to Barton(1994: 5), “everyday literacy gives a richer view of literacy which demands a new definition of literacy, a new way of thinking about what is involved in reading and writing”, thus denoting the value of examining the out-of-school literacy The concept of multiliteracies(multiple literacies) underlies the New Literacy Studies(hereafter, NLS), since literacy cannot be considered as a fixed and single thing(Street, 1997) In a similar vein, moving beyond the past formal and cognitivist paradigms, the NLS adopted social-oriented approaches and viewed literacy practices as “social practices” that vary from one context to another(Gee, 1996; Street, 1984, 1993) In other words, it is crucial to examine how different cultural groups may carry different contexts and different meanings accordingly In terms of the teaching perspective, the NLS argues for ‘culturally sensitive teaching’(Villegas, 1991) Furthermore, several studies such as Gee(1996) related the concept of literacy as social practices to multiple identities: each individual's identity is differentially determined depending on the different sociocultural context In order to emphasize the significance of the NLS, Street(1984), one of the two founders of the NLS, made a distinction between an autonomous model and an ideological model of literacy The autonomous model of literacy refers to the automatic influence of literacy on social and cognitive practices(Street, 2005) That is, this model disregards the importance of social and cultural context Regardless of its context, literacy itself, which may be determined by individual cognitive processes, was assumed to bear consequences In contrast, the ideological model reflects the sociocultural perspective(i.e., social context and cultural norms) along with power relations(Hull and Schultz, 2001) Street’s adoption of the ideological model of literacy has questioned the traditional view of school literacy as “universal and natural and a path to the successful life”(Pyo, 2015: 22) and motivated later literacy studies in out of school contexts(e.g A Study on an Immigrant and an International Student’s Literacy Transfer 181 Barton and Hamilton, 1998; Finders, 1997; Smith and Wilhelm, 2002) 2.2 Empirical Studies on L1-L2 Literacy Transfer Since people learn L2 after accomplishing their L1 capabilities, although it may be still incomplete, we can naturally expect that L1 literacy might affect L2 literacy development at least in some ways Based on Cummins'(1979) notion of Developmental Interdependence Hypothesis (DIH), many studies have been found to have a positive influence of L1 literacy skills on L2 literacy skills According to the DIH, if provided with the sufficient exposure to L2 and motivation to learn that language, learners' L1 literacy skills will transfer to those of L2 In a similar vein, a number of researchers including Cummins(1979) investigated immigrant children's or adolescents' literacy transfer between L1 and L2 For example, Thomas and Collier(1997) claimed that when ESL students had accomplished L1 literacy skills and strategies, they will tend to learn L2 more easily and quickly Recently, Pu(2010) conducted a study with Chinese-American children, and he found that students freely transfer their literacy abilities across languages Yi and Hivela(2010) also drew a similar conclusion by targeting Korean 1.5 generation high school students in America Participants who actively participated in out-of-school literacy practices can develop their literacy abilities both in L1 and L2 Findings from Goodrich, Lonigan, and Farver(2013) were unique They administered the Preschool Comprehensive Test of Phonological and Print Processing(PCTOPPP) in both English and Spanish to Spanish-speaking children, language minority children, in the United States Contrary to the most previous studies, the results not necessarily found a positive correlation between L1 literacy and L2 literacy In other words, only certain literacy-related skills were transferrable from one language to another However, this study was valuable in the sense that; it clearly showed bidirectional relation between L1 and L2 literacy transfer Among several studies on L1-L2 literacy transfer within Korean contexts, many of them focused on the cognitive process of literacy 182 언어과학 제28권 2호 (2021 5) practices (e.g Pae, Sevcik, Morris and Kwon, 2008) In detail, there is a lack of study examining bilinguals who speak two linguistically distinct languages Park Y.(2006), for instance, argued that a child's Korean literacy abilities positively influenced English literacy abilities, in agreement with prior studies discussed thus far The study also found the value of out-of-school literacy practices in a child's literacy development Baek and Ji(2018) examined the L1-L2 literacy transfer by focusing on the close correlation of word recognition within phonological awareness and orthographic awareness Consequently, all L1/L2 phonological awareness and L1/L2 orthographic awareness would result in a learners' unfamiliar L2 word recognition Park T.(2006) began to examine literacy skills in wider perspective, specifically in terms of contrastive rhetoric and schema He found three major findings: (1) influence of L1 on L2 literacies, (2) influence of L1-based elements on L2 comprehension or production, and (3) influence of L1-L2 difference on L2 reading Methodology 3.1 Participants The two focal participants who were born and raised in Korea then later got transplanted to new linguistic, cultural, and educational context(i.e., the United States in the present study) were selected Both of them were freshmen in a midwestern American university One participant was a female Korean student who had come to the United States approximately one month ago, at the time this study was conducted She had been studying in the TESOL program Before moving to the States, she had attended cram school But she had no former study-abroad experience Another Korean female participant was majoring in English She had immigrated to the United States when she was in grade 5, thus she was a so-called generation 1.5 She had lived in America for more than seven years and became a fluent bilingual speaker Unlike the first A Study on an Immigrant and an International Student’s Literacy Transfer 183 participant(an international student), she might already had gone through the harsh transitional time period and might have found a balance between the L1 and L2 linguistic and cultural literacies Both participants reported that they had literacy practices inside; as well as outside school when they were teenagers Participants of the current study were selected via purposeful sampling(Patton, 1990) in order to get rich data One of the significant criteria for selecting participants was their high frequency of English writings either inside or outside the classroom The researcher intentionally chose the participants who had experienced diverse literacy practices in the secondary school years In addition, participants from humanity majors were selected on the expectation that they would be doing more academic English writing than students majoring in science or in engineering For example, writing assignments in the humanities fields tend to include more verbal descriptions and fewer visual aids In addition, the freshmen were chosen because they might still have a fresh memory about secondary school, and they can also compare their literacy experiences in the university 3.2 Data Collection and Analysis Procedures As a qualitative case study(Creswell, 2012), data were exclusively gathered through three intensive interviews with each participant during one semester in 2006 While the first interview was mostly focused on the participants' profile and their in- and out-of-school literacy practices before entering the college, later interviews were aimed to closely examine their transitional period of literacy development All individual interviews were conducted based on the preliminary interview questions, which the researcher devised in advance Although there were guiding questions, the contents or questions of the actual interview varied from time to time Depending on the participant's responses, follow-up questions were needed to obtain a sufficient amount of information Each participant chose either Korean or English to interviews The researcher did not take notes during the interview in an attempt to fully concentrate on the 184 언어과학 제28권 2호 (2021 5) conversation Instead, she transcribed the audiorecorded data after each interview Pseudonyms were used: “Sua” for the international student, “Monica” for the immigrant student, and “Kim” for the interviewer(researcher) Based on the grounded theory(Strauss and Corbin, 1998), the collected data were coded in order to examine literacy transfer issue in depth First, the researcher categorized data illustrating the close correlations between in-school and out-of-school literacies Then, she aimed to find similarities or differences between two participants' L1-L2 literacy transfer After the preliminary data analysis, she double checked with each participant to minimize researcher bias Findings and Discussion 4.1 Literacy Transfer between Inside the School and Outside of School The participants' literacy practices in their secondary school years were examined in detail What kind of writing did they at their schools? Were there any unique types of literacies outside of school? What were the relationships between their school literacies and home or community literacies? According to the data, both participants perceived that their literacies were freely transferred between in- and out-of-school literacies For example, Sua's literacy practices at cram school and at home were transferred to her school literacies In addition, Monica also perceived that because English was her dominant language while growing up, literacies were transferred between at home and at school The chosen excerpts indicate Sua's literacy practices in three different places during the same period of time: Sua: I mostly wrote essays Formal, yes Always very formal writing Like expressing my ideas in a certain topics Like political or social A Study on an Immigrant and an International Student’s Literacy Transfer 185 issue No informal writing at school That was the only type of writing I practiced Argumentative writing (1st interview) According to her response, she fortunately had opportunities to learn how to write well in Korean at her secondary schools However, the genre of writing within her school literacy was too restricted; it seemed that the schools' writing curriculum only focused on argumentative writing This can be useful in terms of test preparation But in consistent with Pyo's(2015) argument, students encountered limitations in expressing their actual literacy practices within the school context However, outside the school, she fortunately might have been exposed to other genres of writing The following excerpts illustrates her out-of-school literacies: a) cram school literacies and b) home literacies Sua: You know in Korea, many students go to the cram school on weekends And the teachers sometimes ask you to read some articles and ask to write a reflection paper Like composition Maybe teacher gives you the sample sentences or paragraphs Kim: Then you write your opinions? Sua: We can, but not much (1st interview) Sua: When I was in high school, my mother always want me to write some reflections like compositions And she said, “if you write a composition, I will took you to the travelling.” Then I need to write some compositions She also asked my other friends to it together and let us have a discussion after school Well, actually we hated it But it helped The practice makes perfect, you know (1st interview) As the first excerpt shows, a different writing genre, reflection paper , was introduced to Sua at the cram school At first she might have expected to learn informal and diverse types of writing there However, she soon realized that the patterns of literacy practices taught at the cram school were rather similar to those at her school Instead of letting 186 언어과학 제28권 2호 (2021 5) students practice expressing their thoughts in creative ways, the instructors provided sample sentences and paragraphs Then it was natural for the students to just follow the model sentences without venturing or creating their own style of writing It implied that L1 literacy was transferred between formal school and cram school If a student practiced reflective papers at the cram school, it positively influenced his/her writings at the school and vice versa Sua's home literacies during her secondary school years seemed very beneficial to her The prevalent argument that many students might enjoy out-of-school literacy practices(Barton and Hamilton, 1998; Finders, 1997; Schultz, 2002) was not applicable to the Sua's case However, even though she disliked that experience and it resulted in her lack of interest in writing until now, it might indeed have helped her to express her ideas through writing She not only improved her L1 writing but she also built social relationships with her peers by sharing their time and thoughts According to the interview data, home literacies were gradually transferred to the school literacies or vice versa Her literacy practices at home acted complementary to those in school contexts and led to the development of her L1 writing In other words, regardless of the genres, L1 literacy practices in and out school might have influenced each other Monica expressed the same opinion regarding the literacy transfer between inside-and outside-of-school contexts Monica: At home, I like to read lots of books, write opinions about them either in English or in Korean My best friends and I also had an exchanging diary In a diary, we could write whatever we want to write secretly You know the girl stuffs But sometimes we also talked about what we learned at school Sharing our thoughts We could give comments to each other Oh, I also enjoyed writing a personal diary, poem, letter (1st interview) As the comment indicates, by making use of diverse literacy practices out of school, Monica became competent in her school literacies; therefore, A Study on an Immigrant and an International Student’s Literacy Transfer 187 she believed in the transferability of school and home literacies For instance, the book she read during her spare time at home subconsciously became a rich resource for school literacies In addition, the ideas and thoughts she and her friends shared through the diary may have helped them to develop their papers and essays during the class According to Monica's point of view, literacies in and out of school cannot be viewed as separate activities, since they crucially affect each other Her mother played an important role in helping her literacy transitions from outside the school to within the school This result was in line with Park and Kim (2015) which showed the learners’ literacy development through interactions with family members And these findings also correspond to the NLS's ideological model of literacy Regardless of the languages used, the participants believed in the significant transitions to other types of writing For example, Sua said that as long as she is well trained in writing reflection papers, she will be fully prepared to take on any type of writing, as the following exemplary comment shows: Sua: I think it's helpful Like in course 507, we are learning different kinds of essays such as definition essay, data interpretation essay, and problem solving essay But when I'm doing assignments for other typical classes, although they are mostly reflection papers, it still helps Regardless of the genre, it helps you to construct your sentences, I mean your thoughts I think it even helps when I'm doing formal writing Certainly (3rd interview) As the excerpt illustrates, Sua recognized transferability across different genres This could be applied to both Korean writing and English writing Specifically in the L1 contexts, Sua said that diary writing was also helpful in improving argumentative writing and reflective writing, or vice versa When learning L2 writing, through practicing genres such as problem-solving essays, she could write a good reflective paper and literature review The similar pattern was found from Monica's interview 188 언어과학 제28권 2호 (2021 5) data Monica thought that practicing any type of writing whether in a diary, reflection paper, poem, or letter improved her writing skills; therefore, literacy transfer across writing genres did occur The following two excerpts support her idea: Monica: At home, I like to read lots of books, write opinions about them either in English or in Korean My best friends and I also had an exchanging diary In a diary, we could write whatever we want to write secretly You know the girl stuffs But sometimes we also talked about what we learned at school Sharing our thoughts We could give comments to each other Oh, I also enjoyed writing a personal diary, poem, letter (1st interview) Monica: When I was learning how to write formal essays at school, I had a difficulty However, I enjoyed informal writing I often wrote letters to my friends I like to write imaginative stories although sometimes it might sound weird Later, I don't remember exactly when but I have found myself that I was not worrying about the school writing assignments anymore At one point, I was enjoying any types of writing (2nd interview) As the excerpt indicates, Monica acknowledged that school literacies and out-of-school literacies strongly influence each other regardless of writing genre Her diverse literacy practices in natural environments may increased her self-efficacy to perform school literacies 4.2 Literacy Transfer between the L1 and the L2 In terms of sociocultural perspective, it was obvious that the social and cultural context needed to be included in order to obtain a whole picture of the literacies From the excerpt below, we can examine how Sua perceived the influence of L1 language and culture on L2 literacies She believed her native language and her cultural background had played a negative role in acquiring new literacy practices in the L2 speaking A Study on an Immigrant and an International Student’s Literacy Transfer 189 communities The following excerpt is an example implying Sua's perception on L1-L2 literacy transfer: Sua: I guess my writing style is different in English writing and in Korean writing When I began English writing at first time, I used to always have an idea and translate it into English But often times I realized that my essays sound awkward And nowadays I directly start to write in English I think I gradually have different ways of writing depending on the language If I write in Korean, I write in the way which is more suitable to Korean essays And when I'm writing in English, I write more in Americanized way Because of like the larger thinking part, pattern (2nd interview) The third interview with Sua more explicitly revealed her attitudes toward the L1-L2 transfer issue She stated that her previous Korean writing instruction made her more confused when writing in English The different literacy conventions would act as barriers Sua even said that learning more Korean writing conventions would lead to her failure in the L2 literacy practices She may not have written Korean outside the school in order to avoid becoming confused between two different literacy conventions She commented that while studying in the United States, she did not spare the time to write in Korean For her, the L1 hindered the quick and productive acquisition of L2 literacies In sum, she did not believe in transferability between the L1 and the L2 literacies Unlike the literacy transfer between inside and outside the school, two interviewees' held totally opposite opinions toward literacy transfer between the L1 and the L2 While Sua believed in the negative role of L1 literacies on L2 literacies, Monica had no doubts regarding transferability between the two literacies She said that while she was practicing Korean writing with her parents, her writing skills in Korean as well as in English improved In other words, she believed in the occurrence of bidirectional literacy transitions between the L1 and the L2 190 언어과학 제28권 2호 (2021 5) Monica: Although I cannot say quality or the length of my essays are similar in Korean and in English, I think they affected each other anyhow No doubt When I was immigrated to the United States, my parents were so afraid that I might forget about Korean language and culture soon So they didn't allow my sister and I to speak in English at home at all In addition, they constantly asked us to write essays in Korean For instance, often I had to write school writing assignments in both languages, Korean and English Even though it took time at first, I think it was helpful I not believe the L1 literacies prevented us to enter into L2 literacies Rather it was helpful Only the difference was the format or the style of the writing (3rd interview) As the excerpt indicates, Monica believed that the L1 literacies and the L2 literacies were not separable Thus, she attempted to continue her L1 literacy development Based on her experience, practicing writing at home not only improved her L1 literacies but also enhanced her L2 literacies She even felt that moving back and forth between L1 writing and L2 writing enabled her to improve her cognitive writing process while also reflecting each social/cultural context She seemed to believe in the beneficial mutual influence of both the L1 and L2 literacies, and this confirms results of the previous studies(e.g., Cummins, 1979; Park Y., 2006; Pu, 2010) Similar to the Thomas and Collier(1997), Monica's case could be providing examples of showing that L1 literacy practices at home may be transferred to one's L2 practices at school Monica's parents seemed to play a crucial role in terms of this complex literacy transfer Their consistent efforts to help their children maintain their L1 language and culture positively influenced Monica's flexible transitions between L1 and L2 literacies The participants' different views regarding the transferability between L1 literacies and L2 literacies could have resulted from three possible reasons First, while Monica always used both L1 and L2 literacies, Sua tended to focus on literacy in only one language at a time During her secondary school years, Sua mostly engaged in L1 literacies When she A Study on an Immigrant and an International Student’s Literacy Transfer 191 became an international student at the American university, she only emphasized L2 literacies The frequency of language usage would have determined familiarity in either L1 or L2 literacies Second, Monica viewed literacy as a part of her broader social/cultural activities, while Sua only considered forms of writing as literacies She might need transition time to get adjusted to the English language and culture, since this was only her first semester in the States The last reason may be a result of the hectic teenage life in Korea Unlike Monica, Sua might have been busy soley focusing on academic literacies during her secondary school experience It is less likely that she had sufficient amount of free time to enjoy diverse social or cultural activities to view literacy practices as social practices Conclusion and Implications Based on the two case studies, it can be concluded that literacy should be understood within a dynamic social and cultural context First of all, the study aimed to figure out close correlations between school literacies and out-of-school literacies All participants perceived that one type of literacy positively had influenced the other Furthermore, they commonly argued for the literacy transfer across different genres of writing The results correspond to previous studies investigating students' diverse literacy practices outside of the school (Barton and Hamilton, 1998; Finders, 1997; Pyo, 2015) More noticeable result was found with respect to L1-L2 literacy transfer Two participants held opposite views That is, Sua considered L1 literacy as interference to the L2 literacy However, the other participant only reported the positive relations between L1 and L2 literacy This correspond to majority of studies examining L1-L2 literacy transfer (e.g., Thomas and Collier, 1997; Pu, 2010) According to these findings, we can draw a few significant implications To believe that literacies are only achievable within the school 192 언어과학 제28권 2호 (2021 5) environment shows narrow-mindedness Regardless of the language used, the literacies need to be examined across the contexts, which means teachers should value in-school activities and out-of-school literacies equally For instance, even introverted students might feel more competent to perform literacy practices outside of school They can unexpectedly become active agents of literacies with their peers with whom they feel comfortable Thus, first, teachers should pay attention to the students' literacy practices outside of school They could ask their students about their out-of-school literacies By doing so, students will get the impression that their teachers are not assessing their writing or reading performance based only on a formal school standard They may begin to recognize that their teachers value their lives as a whole Moreover, teachers should attempt to bring out-of-school literacies into the classroom They can devise literacy practices that can enable transitions between in- and out-of-school literacies This may provide a higher chance that unmotivated students will become interested in engaging in school literacies Also educators and researchers should keep in mind that an explicit literacy transfer does not necessarily occur within one person Although students often go through transitions as they develop their literacies, they commonly require external supports, such as a mentoring program, to achieve the best results Parents can be great mediators in many ways as well Regardless of the language used, parents can encourage their children to practice literacies at home on a regular basis They can create an environment where their children can naturally make a transition from school literacies to home literacies, and vice versa For an immigrant family, the parents might play a much more significant role as their children might encounter linguistic and cultural challenge when they were still young Specifically, they should help their children to transition smoothly from L1 literacies to L2 literacies and vice versa Current research also included four limitations First, in terms of the sample size, two participants might seem too few to draw a reliable A Study on an Immigrant and an International Student’s Literacy Transfer 193 conclusion However, since the intensive interviews were the dominant approach to this study, it was quite feasible to recruit only two participants Not only that but also, since previous studies only examined either native students or immigrant students, inclusion of the international student might shed light on future studies Considering the number of international students studying abroad, it needs further investigation The present study can set a groundwork for future studies Another limitation is that unlike the lower level students, it was impossible to observe their daily lives Third, data was only restrictedly collected through individual interviews But in order for data triangulation, future research will adopt several other data collection methods as well Lastly, contrary to the researcher's original expectations, the data did not include much information about literacy transferability between the L1 and the L2 The present research may play a role of pilot study Building upon findings and limitations of it, researcher may design further studies 주제어: 리터러시 전이, 제1언어, 제2언어, 뉴리터러시 연구, 학교 외부에서의 리터러시 관행, 학교에서의 리터러시 관행 References 박예슬, 김정렬(Park, Y S, and J R Kim) 2015 가정환경 변인이 영어 초기문 식성에 미치는 영향에 관한 질적 메타 분석 (A Qualitative Meta Analysis of Family Background Factors Influencing the Children’s Early Literacy in 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