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Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven
Edited by Eliane Segers and Paul van den Broek
[Not in series 206] 2017
► pp. 167–182

An updated review of cross-language transfer and its educational implications

| | University of Minnesota Duluth

As individuals develop literacy in two (or more) languages, how are the proficiencies across languages interrelated? In this chapter, the recent findings on cross-language transfer are summarized and areas that need more research are identified. The reviewed studies support the idea that cross language transfer can be considered a metalinguistic/metacognitive ability that is observed under certain contexts, such as when the first language has a strong foundation due to the presence of some of the following factors: formal educational experiences, learner aptitude, and facilitative sociocultural context. Also, readers’ resources in one language are more likely to be recruited when resources in the other language are unavailable or weak, and the existing resources are perceived to be relevant. These patterns have implications for developing educational programs using L1 as a foundation.

Keywords: transfer, literacy, bilingualism, metalinguistic, metacognitive, education, socioeconomics, decoding, comprehension
Article outline
  • 1.Introduction
  • 2.Correlations between L1 and L2 proficiency
  • 3.Deeper analyses of transfer
    • 3.1Longitudinal studies of bilinguals
    • 3.2Experimental approach
  • 4.Contexts of transfer
    • 4.1Cognitive/linguistic aptitude, existing proficiencies
    • 4.2Home and school support
  • 5.Sociocultural factors, socioeconomic status, contexts of language development
  • 6.Conclusion
  • References
Published online: 21 December 2017
DOI logo
https://doi.org/10.1075/z.206.11dur
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