Cross-linguistic Transfer in Reading in Multilingual Contexts
Editors
| Clark University
| Oranim Academic College of Education, Israel
This book represents concurrent attempts of multiple researchers to address the issue of cross-linguistic transfer in literacy. It includes broad spectrum of languages and reflects a new generation of conceptualizations of cross-linguistic transfer, offering a different level of complexity by studying children who are trilingual and even learning a fourth language.
The collection of papers in this volume tried to capture the dynamic developmental changes in cross-linguistic transfer that include such factors as age of acquisition, typological proximity of L1 and L2 (and L3, L4), intensity of exposure to language and reading in ambient and newly acquired language(s), quality of input and home literacy. More stringent methodological considerations allowed to isolate specific constructs that suggest either primary levels of children’s metalinguistic abilities (phonological awareness that can be applied cross-linguistically) or a more language-specific constructs (morphological awareness) that relies on various factors, including typological proximity, language proficiency and task demands.
Originally published in Written Language & Literacy, Vol. 17:1 2014.
The collection of papers in this volume tried to capture the dynamic developmental changes in cross-linguistic transfer that include such factors as age of acquisition, typological proximity of L1 and L2 (and L3, L4), intensity of exposure to language and reading in ambient and newly acquired language(s), quality of input and home literacy. More stringent methodological considerations allowed to isolate specific constructs that suggest either primary levels of children’s metalinguistic abilities (phonological awareness that can be applied cross-linguistically) or a more language-specific constructs (morphological awareness) that relies on various factors, including typological proximity, language proficiency and task demands.
Originally published in Written Language & Literacy, Vol. 17:1 2014.
[Benjamins Current Topics, 89] 2016. ix, 183 pp.
Publishing status: Available
© John Benjamins
Table of Contents
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Foreword: Cross-linguistic transfer in reading in multilingual context – recent research trendsElena Zaretsky and Mila Schwartz | pp. vii–x
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Introduction: The cross-language transfer journey – a guide to the perplexedEsther Geva | pp. 1–16
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The development of orthographic processing skills in children in early French immersion programsEva Commissaire, Adrian Pasquarella, Xi Chen and Hélène Deacon | pp. 17–42
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How do previously acquired languages affect acquisition of English as a foreign language: The case of CircassianJanina Kahn-Horwitz, Sara Kuash, Raphiq Ibrahim and Mila Schwartz | pp. 43–64
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Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learnersAlexandra Gottardo, Christine Javier, Fataneh Farnia, Lorinda Mak and Esther Geva | pp. 65–92
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Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual childrenYang Cathy Luo, Xi Chen and Esther Geva | pp. 93–120
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The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking childrenKathleen Hipfner-Boucher, Katie Lam and Xi Chen | pp. 121–144
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The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilingualsElena Zaretsky | pp. 145–170
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Contributors
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Index
Cited by
Cited by 1 other publications
Halbach, Ana & Daniel Candel Bormann
2019. Inching towards literacy in Madrid’s primary schools: a survey of school-wide projects.
Language and Education 33:5 ► pp. 416 ff. 
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Subjects & Metadata
Linguistics
BIC Subject: CFDM – Bilingualism & multilingualism
BISAC Subject: LAN010000 – LANGUAGE ARTS & DISCIPLINES / Literacy