Language transfer

One of the most important things teachers should know when dealing with L2 students is their fluency in their native language. Surprisingly, L1 fluency has a strong impact on L2 students and their literacy development (Cummins, 2005).

Definition: 

Language transfer, which is a segment of the Second Language Acquisition Theory, is the ability to use the knowledge of the first language and apply it to the new language that you are learning.

Language transfer is best explained under Jim Cummins’ Linguistic Interdependence Hypothesis which states that “although the surface aspects (e.g. pronunciation, fluency, etc.) of different languages are clearly separate, there is an underlying cognitive/academic proficiency that is common across languages. This common underlying proficiency makes possible the transfer of cognitive/academic or literacy-related proficiency from one language to another” (Cummins, 2005, p. 4).

Why is it important?

Student's ability to read in their first language will smooth their literacy development in their second language. With a literacy background in their first language, students will be able to transfer the literacy skills they already possess in their first language - basic reading and writing skills - and apply it to the second language. As a result, these students will be able to perform well in their new environment, particularly in school.

Strategies

Pre-teach vocabulary using prior knowledge

• is important to give students as much exposure and experience with new vocabulary words as possible before asking students to use them in a lesson or activity. Remember that vocabulary lists in textbooks are often created with English speakers in mind.
• by selecting words that will support the reader's understanding of the story or text, as well as other phrases and connectors that affect comprehension (even though, except, etc.).

Focus on cognates

• Cognates are words in different languages that are derived from the same original word or root. It is important for teachers to identify “false cognates” because they can be problematic and throw students off if they were not brought it their attention, especially since they will be using the language transfer method.

Use images

• You can teach vocabulary or cover a reading passage by using English as a second language (ESL) methods such as: using gestures, showing real objects, pointing to pictures, doing quick drawings on the board. Using images will help clarify or provide a better understanding to unknown words. In addition, by being able to identify the object or understand what is happening in the picture in their first language, students will be able to transfer that knowledge into the second language, English.

Prediction

• Encourage ELLs speakers to connect words in the two languages (L1 and L2) and try to decipher text based on this existing knowledge.

Example of impact of L1

In this video, two teachers tell the impact of L1 and its importance in their English language learner's life. The first teacher tells how using cognates can help when teaching new vocabulary whereas the second teacher describes how providing a simple explanation in the first language might help an ESL student reach a better understanding of a topic that is being covered in class.

References

Cummins, J. (2005). Teaching for cross-language transfer in dual language education:

Possibilities and pitfalls [PDF document]. Retrieved from: http://www.achievementseminars.com/seminar_series_2005_2006/readings/tesol.turkey.pdf

Meadows, B. (2013). Vocabulary development in L2 [PDF document]. Retrieved from:

https://webcampus.fdu.edu/bbcswebdav/pid-1485092-dt-content-rid-2032454_2/courses/122059/EDUC6654_VocabDevelopment_powerpoint_F13.pdf