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This article reviews research on how three first language (L1) approaches designed to promote reading and other literacy skills have been applied to second language (L2) classrooms in Norway: The Early Years Literacy Programme (EYLP), Reading and Writing Workshops, and Readers Theatre (RT). Key ways that L2 readers differ from L1 readers are initially addressed, high-lighting the needs of L2 readers. Following Grabe (2009), L2 readers would benefit from a balanced approach to developing their reading skills, one that incorporates both implicit and explicit teaching and learning. Implicit learning involves plenty and frequent reading input, for example through extensive reading. Explicit learning involves, for example, the development of learners’ metacognitive and metalinguistic awareness, and an understanding of what it means to be a strategic reader. Benefits and challenges involved in the implementation of the three approaches are addressed. With the exception of RT, no research is known to exist at present on how these approaches have been adapted to L2 contexts outside of Norway. The research in Norway shows that each approach can help English as a foreign language (EFL) learners to develop their reading skills both implicitly and explicitly, as well as their metacognition, but that there are challenges, especially of a practical nature, involved in their implementation. Of the three, RT is arguably the easiest to apply to an L2 context. Keywords: L1/L2 reading approaches, implicit/explicit learning, metacognition Lesing i andrespraksklasser: Overveielser over forstesprakstilnaerminger i andresprakskontekster Sammendrag Denne artikkelen gar gjennom forskning pa hvordan tre tilnaerminger til lese- og skriveopplaering i forstespraket er blitt anvendt i andrespraksundervisning i Norge: The Early Years Literacy Programme (EYLP), lese- og skriveverksted, og leseteater. Innledningsvis diskuteres viktige forskjeller mellom forstesprakslesing og andresprakslesing, med vekt pa andrespraksleseres behov. Med utgangspunkt i Grabe (2009), vil andresprakslesere dra fordel av en balansert tilnaerming til a utvikle leseferdigheter, en tilnaerming som inkluderer bade implisitt og eksplisitt laering. Implisitt laering innebaerer mye og hyppig lesing, for eksempel gjennom ekstensiv lesing. Eksplisitt laering innebaerer for eksempel utvikling av elevenes metalingvistiske og metakognitive bevissthet og en forstaelse av hva det betyr a vaere en strategisk leser. Fordeler og utfordringer ved a implementere disse tre tilnaermingene blir omtalt. Med unntak av leseteater, kjennes det ikke til forskning pa hvordan disse tilnaermingene har blitt tilpasset andresprakskontekster utenfor Norge. Forskning i Norge viser at hver av de tre tilnaermingene, bade implisitt og eksplisitt, kan hjelpe elever til a utvikle sine leseferdigheter og metakognisjon, men at det fins utfordringer, saerlig av en praktisk art, nar de skal anvendes i andresprakssammenheng. Av de tre tilnaer-mingsmatene synes leseteater a vaere den enkleste a anvende. Nokkelord: forstesprakslesing, andresprakslesing, implisitt/eksplisitt laering, metakognisjon

Reading in the second language classroom: Consideration of first language approaches in second language contexts