Knowledge Factors Affecting Language Learning: CrossLinguistic Transfer Of Literacy Skills

Abstract

This paper aspires at discussing the interdependence model (Cummins, 1981; 2000) predicting a positive transfer of literacy-related and academic language skills between languages as they are manifestations of a common underlying proficiency (CUP). It is reinforced that the process of crosslinguistic transfer of literacy skills is determined and hence is interacting with such factors as the sociocultural status of the languages, the amount of exercise learners may receive, or the quantity and quality of teaching offered. It is also maintained that inter-lingual transfer can occur, but the patterns and strength of this transfer varies according to first language background, language typology, L2 language proficiency and other aspects of educational background experience. More to the point, Baker’s “Central Operating System” (1996) and Francis’ “Text Processing Formal Schemata” (2000) are endeavors highlighting that core discourse competencies, text comprehension proficiencies, formal schemata and organiziational skills are not language bound. They are learned by means of language use in L1 and L2. Hence, they are available for application to academic language tasks in either language, rather than transfer from L1 to L2, or L2 to L1. Even though evidence concerning the transfer of literacy related skills abounds, what is still a current issue, which requires further investigation is the exact processes and conditions that insure the effectiveness of this transfer in both reading and writing.