1. Presented by Dr. Gracie Guerrero
13th Annual Academic Success Institute Strategic Use of Language Transfer March 14, 2015
Presented by Dr. Gracie Guerrero

2. Often, Sometimes, Never
Face challenges when teaching concepts in both English and Spanish
Have to translate for students to understand content
Focus on development of literacy in only one language
Find it difficult to teach students to read in their second language
Room Check activity
Strategic Use of Language Transfer

3. Bilingual/ESL Teachers
Teachers in bilingual/ESL programs:
are not simply second-language teachers, nor exclusively literacy teachers
are required to develop language skills plus reading, writing and content-area knowledge with language-minority students
must apply psycholinguistics theories and principles related to second-language acquisition, along with effective literacy practices.
Strategic Use of Language Transfer

4. ELA/ELD Framework
Strategic Use of Language Transfer

5. Framework Key Themes Meaning Making-Interacting with text
Language Development-Learning how English works and using foundational skills
Effective Expression-Reciprocal nature of reading, writing, speaking, and listening
Content Knowledge-Learning that texts are structured differently
Foundational Skills-print concepts, phonological awareness, phonics and word recognition, and fluency
Strategic Use of Language Transfer

6. Group Discussion
I find it challenging to teach concepts in both English and Spanish because ______.
Translating for students is ________ because _________.
Development of literacy in the native language __________.
Students have difficulty learning to read in their second language when _________.
Use sentence frames to discuss in groups.
Strategic Use of Language Transfer

7. Language Transfer What do I know? What do I want to know?
Small group debriefing. Share with whole group.
Strategic Use of Language Transfer

8. Common Definitions
Applying knowledge from one language to another language
The transfer of linguistic features between languages
The transfer of rules and elements from previously learned languages when acquiring a new language
Strategic Use of Language Transfer

9. Transfer of Learning
The application of skills, knowledge, and/or processes learned in one context to another learning situation
The influence of prior learning on performance in a new situation—we don’t start from scratch in every new situation learning situation
Language transfer is a type of transfer of learning in a bilingual/biliterate setting
Strategic Use of Language Transfer

10. Transfer of Learning
There is a high level of transfer of skills and strategies from the first (L1) to the second (L2) language in reading
The greater the similarity in the writing systems of the two languages, the greater the degree of transfer
The time and difficulties involved in learning to read the second language are reduced
Studies of bilingual literacy development and cross-linguistic transfer of skills indicate that there is a high level of transfer of skills and strategies from the first to the second language in reading. Researchers conclude that the greater the similarity in the writing systems of the two languages, the greater the degree of transfer, thus reducing the time and difficulties involved in learning to read the second language (Odlin, 1989).
Strategic Use of Language Transfer

11. What Transfers? Automatic skills and processes
Rules, principles, patterns, and categories
Problem-solving, abstract thinking, and critical thinking skills
Strategic Use of Language Transfer

12. Metalinguistic Awareness
Build on students’ established & developing L1 to teach L2
Teach how language works to convey meaning
Analysis of concepts and principles, not just phonics or grammar rules
Facilitate transfer through direct instruction, integrated teaching, and “teachable moments”
Strategic Use of Language Transfer

13. The Alphabetic Principle
Spanish Orthography
English Orthography
Handout for comparison between both
Group activity to delineate examples of each
Strategic Use of Language Transfer

14. Biliteracy in the Classroom
Spanish Phonics
English Phonics
Language is a flow of sounds that represent meaning. The flow of sounds can be broken up into units called words. A word represents a concept or an idea. Words can be segmented into the sounds that make it up and then reconstructed by blending those sounds together again into words.
The core sound unit applied in Spanish reading for sounding words is the syllable. Syllables contain at least one and frequently two vowel sounds (diphthongs). There are unstressed and stressed syllables.
Strategic Use of Language Transfer

15. Concepts of Print Concept of a word Concept of a sentence
Written words are separated from each other by blank spaces
Concept of a sentence
Sentences have signals that set them apart when written (capital letters, period, question mark, etc.)
Words have parts that function to signal meaning. A change in word endings, signals a change in meaning such as how many.
Word families can be created to signal different forms and functions around a concept (pan, panaderia, panadero)
Changes in word ending can also indicate size, age, intensity, or feelings toward the person, place, or thing named by the noun (mi munequita)
Strategic Use of Language Transfer

16. Concepts of Print Morphology Syntax
Sentences can be analyzed to discover their component parts, which have labels and categories according to their functions. Changes in word order signal changes in meaning. We can change a sentence’s meaning by switching words around and/or adding words to complete the meaning, such as declarative sentences to questions, affirmative sentences to negative.
Strategic Use of Language Transfer

17. Metalinguistic Aspects
Cognates
Morphological Patterns
Use of Punctuation Conventions
Capitalization Rules
Structural Differences
Articles and Gender
Use of Accents
Group work: Matching examples with metalinguistic aspects of language
Strategic Use of Language Transfer

18. Metalinguistic Aspects
Cultural Differences
Prefixes and Suffixes
Verb Conjugations
Syntax and Grammar
Noun-Adjective Order/Agreement
Word Families and Parts of Speech
Strategic Use of Language Transfer

19. Classroom Practices Based in student needs
Part of the daily instructional time
Remain in the language of instruction
Discuss the linguistic features
Bring the two languages together for instructional purposes
Use language and talk about language
Metalinguistic awareness . . .
Strategic Use of Language Transfer

20. Language Transfer: What Des it Look Like?
Metalinguistic awareness . . .
Strategic Use of Language Transfer

21. References
Jarvis & Pavlenko, Scott & Aneta (2008). Crosslinguistic Influence in Language and Cognition. Abingdon: Routledge. ISBN Mercuri, S. (2014). Supporting Cross-linguistic Transfer in Dual Language Classrooms. Administrative Session: Houston, TX. Mora, J. K. (2014). Teaching for Transfer in Biliteracy Instruction: A Metalinguistic Approach. NABE Conference: San Diego, CA. Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. New York, NY: Cambridge University Press. Weinreich, Uriel (1953). Languages in Contact. The Hague: Mouton. ISBN
Strategic Use of Language Transfer