Cross-linguistic perspectives on second language reading

Throughout the world, many people learn to read in a second language (L2) which can be considered a challenging task given that a script needs to be learned in a language that is not fully acquired yet. The neurocognitive processes of learning to read in an L2 are just beginning to be understood. Across different languages, L2 reading can be seen as a learned sensitivity to the systematic relationships among the surface representations of words and their meanings, and their unification into sentences and text in the target language. It can be assumed that the brain regions that are involved in L2 reading to a large extent converge with first language (L1) reading (intralingual hypothesis). However, different perceptual, linguistic, and computation demands of L2 reading may also require additional supporting brain regions during learning (interlingual hypothesis). To what extent L2 reading processes can be considered intralingual or interlingual may also be dependent on the onset of learning and on the first and second languages that are involved. In this issue of JNL, the universals and particulars of L1 and L2 reading processes will be examined while taking a cross-linguistic perspective with differential studies originating from psycholinguistic, cognitive and neural perspectives research.