Cross-Language Transfer of Reading Ability

Abstract

How proficiency in reading the first language (L1) influences proficiency in reading in the second language (L2) was explored in this study. Reading scores in Mandarin Chinese (L1) and in English (L2) for 30,000 Taiwanese ninth-grade students were randomly selected from all who took the national Basic Competency Test during a 6-year period in Taiwan. Results of regression analyses showed that proficiency in L1 reading predicts with statistical significance the L2 reading proficiency of those whose scores were analyzed. In addition, participants' gender and school district also played small but statistically significant roles affecting the cross-language transfer of reading ability. The results are discussed in light of Cummins's linguistic interdependence hypothesis. KeywordsEnglish as a foreign language, L1 reading, L2 reading, linguistic interdependence hypothesis, reading transferReading is a complex process with a goal of understanding texts (Snow, 2002) and is perhaps the most important medium for acquiring skills and knowledge. Reading involves mastering the orthography to decode words to extract meaning from texts, and comprehension relies on background knowledge, cognitive strategies for comprehending, and vocabulary knowledge. A student is severely handicapped by low

Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison

“…The aim of this study was to test whether Cummins' Linguistic Interdependence Hypothesis (LIH) might also apply to writing, by examining the extent to which writers' text quality, source use and argumentation behavior differed between languages and whether their L2 proficiency influenced the relations between them. First, in line with Cummins' LIH, and earlier results for reading (Chuang et al, 2012;Van Gelderen et al, 2007) and writing (Schoonen et al, 2003), we found positive correlations between text quality and text length between languages as well. As these findings are based on four tasks per writer per language, this enables us to draw conclusions about their writing expertise in both languages.…”

“…The aim of this study was to test whether Cummins' Linguistic Interdependence Hypothesis (LIH) might also apply to writing, by answering the following questions: First, in line with Cummins' linguistic interdependence hypothesis, and earlier results for reading (Chuang et al, 2012;Van Gelderen et al, 2007) and writing (Schoonen et al, 2003), we predict that we will find significant positive correlations between writers' text quality scores in L1 and L2. Writers who are better writers in L1 are likely to be relatively better writers (compared to others in the group) in L2 as well.…”

“…Nearly four decades after first proposing his hypothesis, Cummins concluded that ''The common underlying proficiency makes possible transfer of concepts, skills, and learning strategies across languages'' (Cummins, 2016, p. 940). However, most studies which investigated the LIH in relation to L1 and L2 literacy, focused on reading rather than on writing (see Dressler & Kamil, 2006, cited in Cummins, 2016; see also Chuang et al, 2012;Van Gelderen, Schoonen, Stoel, De Glopper, & Hulstijn, 2007), although the link between reading and writing (e.g. Fitzgerald & Shanahan, 2000) and the possibility of transfer between languages for writing have been studied to some extent as well.…”

A cross-linguistic evaluation of script-specific effects on fMRI lateralization in late second language readers

“…This is consistent with previous behavioral findings that phonological and reading skills in an alphabetic L1 can predict later L2 reading in another alphabetic script (Sparks et al, 2006, 2012). Of note, this cross-script transfer of reading competency has been observed between L1 logographic and L2 alphabetic reading at the behavioral level (Chuang, 2011), but was absent in the current fMRI study.…”

Mothers’ Intimate, Imaginative Literacy Practices as Pushback

“…In a Canadian study, principals, teachers and parents realized children's culture and L1 would help them to learn English literacy (Peterson & Heywood, 2007). Indeed, L1 reading ability predicts L2 reading ability (Chuang, Joshi, & Dixon, 2012). Vygotsky explained, "The acquisition of a foreign language differs from the acquisition of the native one precisely because it uses the semantics of the native language as its foundation" (Kozulin, 1986, p. 150-151).…”