Rethinking the Linguistic Threshold Hypothesis: Modeling the Linguistic Threshold among young Spanish–English Bilinguals

Abstract

This study uses a discontinuous-linear regression methodological approach to test the Linguistic Threshold Hypothesis (LTH). Specifically, we investigate the following hypotheses: (1) the rate of transfer of literacy skills from L1 to L2 is a function of L2 oral language ability, (2) the rate of transfer from L1 to L2 accelerates when students cross a specified threshold(s) of L2 language oral ability, and (3) discontinuous change-point regression models fit the data better than linear regression interaction models. Across literacy skills, discontinuous change-point regression models revealed levels of L2 oral language at which transfer from L1 to L2 literacy was maximized, suggesting that the relationship between L2 language and cross-linguistic transfer is not constant for the young Spanish–English bilinguals in our study. Further, discontinuous change-point regression models fit the data better than linear interaction models, suggesting the importance of using models that better match the theoretical assumptions underpinning the LTH.

Interdependence between L1 and L2: The case of Syrian children with refugee backgrounds in Canada and the Netherlands

“…In order to understand the differential findings on the interdependence of grammar skills, timing and exposure may be relevant as this transfer of skills may be dependent on children's L1 and L2 proficiency levels (Cummins, 1979;Feinauer et al, 2017;Prevoo et al, 2015). Sufficient L1 knowledge to positively boost the L2 may be more likely at older ages (Castilla et al, 2009), and in children who use the L1 frequently (Prevoo et al, 2015).…”

“…Empirical evidence for linguistic thresholds is limited, because few studies have researched this topic (Prevoo et al, 2015;Rolstad & MacSwan, 2014). Feinauer et al (2017) found that among young Spanish-English bilinguals the rate of transfer depends on oral proficiency in the L2. Prevoo et al (2015) observed that children's relative use of Turkish L1 and Dutch L2 affected the relation between Turkish and Dutch vocabulary growth.…”

“…As argued in the introduction, these variables could affect L2 development, potentially modulating L1-L2 relations differently in the two national contexts. Tentatively, and based on findings suggesting that a higher level and more use of the L1 and L2 promote transfer (Feinauer et al, 2017;Prevoo et al, 2015), we predicted that interdependence between the L1 and L2 could be weaker in Canada than in the Netherlands, because increased refugee camp experiences and lower SES for the Syrian refugees in Canada may imply lower levels and less use of the L1 and L2.…”

PROTOCOL: Language of instruction in schools in low‐ and middle‐income countries: A systematic review

“…In Northern England, De Cat et al ( 2018 ) utilize Cox proportional hazard regression models to identify a threshold of ‘bilingual experience’ for early executive functioning skill benefits. In North America in a two‐way Spanish–English bilingual immersion program, Feinauer et al ( 2017 ) employ discontinuous change‐point regression models to show that the relationship between L2 oral language skills and L2 reading development is not linear. Finally, in two LMIC contexts—India and Ethiopia—Nakamura and colleagues used structural break regression analyses to test whether there is an empirically determinable point of ‘sufficiency’ in the L1 literacy skills to transfer and foster success in literacy skills in the L2/x (Nakamura et al, 2018 ; Nakamura et al, 2019 ).…”

Influencia del umbral lingüístico en la competencia lectora en estudiantes de educación superior

“…Si el lector no alcanza el nivel umbral, corre el riesgo de tener un rendimiento inferior al promedio de la escuela (Laufer, 2013). Y según la hipótesis de la interdependencia lingüística, para que un lector bilingüe tenga dominio de lectura en L2, primero debe haber logrado el dominio lector en L1, de lo contrario, no podrá transferir ninguna habilidad lectora a la lectura en L2 (Feinauer et al, 2017).…”