Can One be More Proficient in L2 than in L1:The Effect of Orthography on theLiteracy Skills of Children

Abstract

The purpose of this study is to assess and compare the reading and writing proficiency in English (L2) and Urdu (L1), and to examine the correlation between these literacy skills in grade 4 students. The findings show that students experience more difficulties with Urdu, their native language, as opposed to English. A significant correlation was identified across key literacy skills, including reading and spelling in both languages. The study emphasizes the need for personalized educational strategies to support children learning languages with unique and complex orthographies. It reinforces the concept of shared cognitive mechanisms that facilitate both L1 and L2 acquisition. The results have important implications for language teachers and educators, suggesting the adoption of specialized strategies to enhance literacy skills. Specifically, there is a call for the development and implementation of effective teaching methodologies to better support students struggling with the complexities of the Urdu orthography.