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Abstract: We investigated the evocation of mental imagery and affect in English/French bilinguals to determine whether the linguistic demands of reading in a second language (L2) limit readers’ ability to form non-verbal text representations of literary stories. The participants were 26 Grade 11 French immersion students enrolled in a Canadian high school. Each student read two literary stories, one in English and another in French. Next they rated story paragraphs for the degree of either mental imagery or emotional response evoked. Later, students reread the same texts and completed a writing task in which they reported their imagery or emotions in response to the two highest-rated paragraphs. Moderate to high correlations were found between ratings of imagery and emotional response for each story, for two French stories combined, for two English stories combined, and for all stories in both languages combined. Reading times were somewhat longer for the French versions. The patterns of response for both the ratings and the written reports replicate and extend earlier research and suggest that as bilingual readers progress in their ability to read in their L2, reports of imagery and affect become closer in kind and number to those reported in response to reading the same text in their first language.
Krasny et al. (Sat,) studied this question.