A Context‐Dependent View on the Linguistic Interdependence Hypothesis: Language Use and SES as Potential Moderators

Prevoo, Mariëlle J. L.; Malda, Maike; Emmen, Rosanneke A. G.; Yeniad, Nihal; Mesman, Judi

doi:10.1111/lang.12099

Cited by 29 publications

(45 citation statements)

References 34 publications

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“…The degree of transfer will depend on the context, specifically opportunities to develop both languages within the school and motivation to do so. Thus, it is inaccurate to claim (Prevoo, Malda, Emmen, Yeniad, & Mesman, ) that the interdependence hypothesis lacks attention to contextual variables that moderate the degree of L1–L2 relationships.…”

Section: To What Extent Are the Bics/calp Distinction And The Interdementioning

confidence: 99%

Reflections on Cummins (1980), “The Cross‐Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue.”

Cummins

2016

TESOL Quarterly

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M y 1980 article argued that cognitive/academic language proficiency (CALP) can be empirically distinguished from basic interpersonal communicative skills (BICS) such as accent, oral fluency, and sociolinguistic competence in both first and second languages (L1 and L2), and that cognitive/academic proficiencies in both L1 and L2 are interdependent, that is, manifestations of a common underlying proficiency. These propositions were then applied to the interpretation of data relating to (a) age and L2 learning and (b) bilingual education. Specifically, older school-age students make faster progress in absolute terms than younger students in acquiring L2 academic proficiency because they can apply their better developed CALP to L2 learning. With respect to bilingual education, I used the common underlying proficiency construct to explain why less instructional time through the majority language results in no adverse academic consequences in that language. In fact, for students whose L1 is a minority language, the trend is toward an inverse relationship between achievement and instructional time through the majority language (e.g., Francis, Lesaux, & August, 2006). The common underlying proficiency makes possible transfer of concepts, skills, and learning strategies across languages.

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Section: To What Extent Are the Bics/calp Distinction And The Interdementioning

confidence: 99%

Reflections on Cummins (1980), “The Cross‐Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue.”

Cummins

2016

TESOL Quarterly

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“…In spite of its advantage as a theoretical framework, the linguistic interdependence hypothesis has been criticized because it oversimplifies the complex relations between L1 and L2 and fails to consider diverse factors affecting the L1–L2 relations directly and indirectly (e.g., Prevoo, Malda, Emmen, Yeniad, & Mesman, ; Proctor, August, Snow, & Barr, ; Verhoeven, ). As a result, an alternative theorizing on the L1–L2 relation has emerged.…”

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confidence: 99%

A Simultaneous Analysis of Relations Between L1 and L2 Skills in Reading and Writing

Pae

2018

Reading Research Quarterly

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This study examines relations between the first language (L1) and second language (L2) in reading and writing for 211 upper middle school Korean students learning English as a foreign language. Results using path analysis suggest that L1 ability is a significant independent predictor of L2 ability in both reading and writing, providing evidence of interdependent relations between L1 and L2 operations in receptive and productive skills. Results also indicate that L1 reading predicted L2 writing, but L1 writing did not predict L2 reading. L2 proficiency was also shown to be important. L2 proficiency made a greater contribution to L2 reading and writing operations than L1 ability did. Also, the relation between L1 and L2 writing skills but not reading skills was significantly moderated by L2 proficiency. The author discusses results in the context of existing theories about L1–L2 relations and highlights important implications for pedagogy and future research.

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“…Over the years, it has become clear that interdependence theories could be extended by taking into account potential factors that influence the cross-language relationship in bilinguals. This comes down to determining under which conditions linguistic interdependence is valid (Cobo-Lewis et al, 2002;Prevoo et al, 2015;Verhoeven, 1994). As noted, Prevoo et al (2015) have provided empirical support for a contextdependent view of interdependence.…”

Section: Potential Factorsmentioning

confidence: 99%

“…Cobo-Lewis et al (2002) point out that interdependence between bilinguals' two languages is conditional and may depend on the type of skills being assessed, the child's age, and socioeconomic and environmental factors that affect linguistic and academic performance (see also Simon-Cereijido & Gutiérrez-Clellen, 2009;Verhoeven, 1994). Prevoo, Malda, Emmen, Yeniad, and Mesman (2015) found support for the context dependence of interdependence of vocabulary growth in emergent bilingual children. This brings up the central question of this study: what are the factors that influence the cross-language relationship between vocabulary development in emergent bilinguals?…”

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confidence: 99%

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Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach

Sierens

Slembrouck

Gorp

et al. 2019

Applied Psycholinguistics

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This study investigates the extent to which internal and contextual factors moderate the linguistic interdependence between receptive vocabulary skills in emergent bilingual children. Such factors are frequently related to first (L1) and second language (L2) skills, but few studies have examined their concurrent influence on the cross-language relationship, or have linked the results to the two main explanatory models for interdependence: common underlying proficiency or individual differences. Using a cross-sectional correlational design, concept comprehension was bilingually assessed in 154 children of Turkish background (aged 4 to 6), attending Flemish preschool. Regression analyses revealed that Turkish L1 vocabulary size significantly predicted Dutch L2 vocabulary size, which is in line with interdependence theories. Age, preschool grade, and L2 use at home positively predicted L2 vocabulary. Newly arrived immigrant status and maternal education (partly) predicted L2 vocabulary negatively, the latter especially in 3rd preschool grade. Concerning moderation, indications were found for weakening interdependence for high L2 use at home (3rd preschool grade) and newly arrived immigrant status. Overall, our findings implicate that interdependence in emergent bilinguals’ vocabulary depends on the examined factors to a limited degree only. Finally, our data point to the individual differences model, rather than the common underlying proficiency model of linguistic interdependence.

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A Context‐Dependent View on the Linguistic Interdependence Hypothesis: Language Use and SES as Potential Moderators

Cited by 29 publications

References 34 publications

Reflections on Cummins (1980), “The Cross‐Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue.”

Reflections on Cummins (1980), “The Cross‐Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue.”

A Simultaneous Analysis of Relations Between L1 and L2 Skills in Reading and Writing

Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach

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