{'fraction_non_alphanumeric': 0.025423728813559324, 'fraction_numerical': 0.009416195856873822, 'mean_word_length': 5.685534591194968, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A Study on an Immigrant and an International Student’s Literacy Transfer

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.