Transfer in the Academic Language Development of Post-secondary ESL Students

Binbin Jiang · Phyllis A. Kuehn

37 citations0/0 files storedBilingual Research Journal

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EFL/ESL Teaching and Learning Multilingual Education and Policy Second Language Learning and Teaching

Abstract

This study examined the issue of transfer for low-intermediate ESL students enrolled in an academic English development course at the community college level, Late immigrant students (adult immigrants) had higher LI academic language proficiency and generally made better progress in L2 academic language development as a result of instruction than did the early immigrant group (those who immigrated at a younger age). The findings support Cummins' Model of Common Underlying Proficiency (CUP) and the Interdependence Hypothesis between L1 and L2, complement previous studies on literacy development in first and second languages, and provide both quantitative and qualitative evidence on positive transfer of prior linguistic and cognitive skills from L1 to L2.

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1990Learning Strategies in Second Language Acquisition 1996Negotiating Identities: Education for Empowerment in a Diverse Society 1985Bilingualism and Special Education: Issues in Assessment and Pedagogy 1992Language Transfer in Language Learning 1981Schooling and language minority students: A theoretical framework 1989How Long? A Synthesis of Research on Academic Achievement in a Second Language 1987The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream 1971Review of Educational Research

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2005Developing Cognitive Academic Language Proficiency: The Journey 2008Variability in ESL Outcomes: The Influence of Age on Arrival and Length of Residence on Achievement in High School 2019Proficiency Predictors in Sequential Bilinguals 2006So, What's Behind Adult English Second Language Reading?

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