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Cross-linguistic transfer in second language reading

Published online by Cambridge University Press:  01 October 2008

Keiko Koda  and
Pooja Reddy
Keiko Koda
Affiliation:
Carnegie Mellon University, [email protected], [email protected]
Pooja Reddy
Affiliation:
Carnegie Mellon University, [email protected], [email protected]
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Extract

Research on reading skills transfer has taken shape in two major disciplines: second language (L2) acquisition and reading. Inevitably, its evolution reflects major conceptual shifts in their respective research sub-fields. In L2 research, as a case in point, transfer was initially viewed as interference stemming from first language (L1) structural properties. This view, however, was significantly altered by the subsequent postulation that the language proficiency underlying cognitively demanding tasks, such as literacy and academic learning, is largely shared across languages, and therefore, once acquired in one language, it promotes literacy development in another (Cummins 1979). Reflecting the latter view, the current conceptualizations of transfer uniformly underscore the facilitative nature of previously learned competencies as resources available to L2 learners (e.g. Genesee et al. 2007; Koda 2008).

Type
Research Timeline
Information
Language Teaching , Volume 41 , Issue 4 , October 2008 , pp. 497 - 508
Copyright
Copyright © Cambridge University Press 2008

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References

Carr, T. H. & Levy, B. A. (eds.) (1990). Reading and its development: Component skills approaches. San Diego, CA: Academic Press.Google Scholar
Cummins, J. (1979). Linguistic interdependence and educational development of bilingual children. Review of Educational Research 49, 222–251.Google Scholar
Genesee, F., Geva, E., Dressler, C. & Kamil, M. L. (2006). Synthesis: Cross-linguistic relationships. In August, D. & Shanahan, T. (eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on Language-minority Children and Youth. New York: Routledge, 153–183.Google Scholar
Koda, K. (2008). Impacts of prior literacy experience on second-language learning to read. In Koda, K. & Zehler, A. M. (eds.), Learning to read across languages. New York: Routledge, 68–96.Google Scholar