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This article addresses an area of international concern, the need to enhance the development in reading comprehension for English Language Learners. We report results of an intervention to raise achievement in English (L2) in Samoan bilingual classrooms for 9–13 year old Samoan children. The general aim was to examine patterns of biliteracy and language development exploring relationships between targeted changes in L2 and levels of language and literacy in L1 (Samoan) in this special intervention context. The intervention results in substantially increased levels of L2 reading comprehension over two years compared with English medium Samoan children and reduced the ‘lag’ in gains in L2 reading comprehension in bilingual classrooms apparent in baseline measures at the beginning. As predicted here was a strong relationship between L1 oral language levels and L1 reading comprehension. But there was no relationship between L1 oral levels and L2 reading comprehension levels. However, there was a significant positive relationship between L2 reading comprehension and L1 reading comprehension. This study suggests the possibility of transfer from L2 to L1 in reading comprehension. Given the nature of the intervention it appears the possible transfer would be likely due to specific aspects of instruction in this special bilingual context.
