The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals
Bibliographic Data
| ID | 19509427 |
|---|---|
| Authors | Elena Zaretsky (0000-0001-7562-3083, University of Massachusetts Boston, corresponding author) |
| Year | 2014 |
| Volume | 17 |
| Issue | 1 |
| Pages | 139-164 |
| Publication date | 2014-04-18 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Written Language & Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1387-6732 • E-ISSN: 1570-6001 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/wll.17.1.07zar |
| OpenAlex | W2094377885 |
| Language | EN |
| Citations received | 2 |
| References cited | 30 |
Previous research shows strong evidence of positive cross-linguistic transfer as a factor of L1 literacy. Moreover, research shows that L1 literacy supports the preservation of L1 language skills while learning L2, as oral and written languages are highly interdependent. Two theoretical frameworks can be instrumental in accounting for cross-linguistic transfer: The constructive analysis hypothesis suggests that the closer L1 and L2 are typologically, the more cross-linguistic transfer should be observed. The interdependence hypothesis postulates that bilingual transfer is also supported by L1 proficiency. These hypotheses were tested in oral language experiment, comparing typologically different languages (L1 Russian and L2 English) with different orthographic depth and language-specific characteristics. The study examines the use of morphosyntactic and lexical structures through story retelling in L1 and L2 by 13 Russian-English bilingual children (Mage = 8;2) who were readers in their L1 as well as in their L2. The results indicate a strong effect of L1 reading skills on children’s ability to use appropriate lexical and syntactic processes in their L1 and L2 narratives as well as on the reduction of L1 grammatical errors, one of the most sensitive aspects of Russian inflectional morphology. These results support the interdependence hypothesis of cross-linguistic transfer. Keywords: bilingual transfer; literacy; morphosyntax; lexicon; language-specific structures
Cognitive psychology · Comprehension approach · First language · Language education · Language proficiency · Language transfer · Lexicon · Linguistics · Literacy · Neuroscience of multilingualism · Transfer of training · Language Development and Disorders · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Language Transfer
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The intriguing role of spanish language vocabulary knowledge in predicting English reading comprehension.
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Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages
Category Interference in Translation and Picture Naming
Cross-linguistic transfer in literacy development and implications for language learners
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Language Teaching
Testing the Interdependence Hypothesis Among Native Adult Bilingual Russian-English Students
Cross-language transfer of phonological awareness
Bilingual Language Processing and Interference in Bilinguals
Long-Term Crosslinguistic Transfer of Skills From L1 to L2
| Citations per year | 0.29 |
|---|---|
| Citation span | 2019 - 2022 (4) |
| Highly cited | No |