andetsprogslæsere

Andetsprogslæsere is a Danish term used in linguistics and education to refer to readers who process texts in a language other than their native one. In practice it covers learners who read in a second language (L2), such as Danish pupils who also study English, or immigrants and refugees who read in Danish as a non-first language. The term encompasses both school settings and adult learning contexts.

Reading in an L2 draws on decoding and vocabulary plus cognitive processing and background knowledge. L2 readers often encounter vocabulary gaps, grammar differences, and cultural references not shared with their L1. Effective strategies include using glosses or bilingual dictionaries, prereading activities, predicting and monitoring comprehension, and using graded readers to build fluency.

Educational implications include explicit instruction in reading strategies, targeted vocabulary development, and scaffolding with readable texts and supports such as glossaries and annotations. Assessment blends comprehension tasks with measures of vocabulary and speed to track progress. Current research investigates how L1 literacy supports L2 reading, how different text types affect comprehension, and how instructional interventions improve outcomes for andetsprogslæsere.

The field sits at the intersection of applied linguistics, literacy education, and cognitive psychology, and informs policies on language education and integration.