1. The Commutability Paradigm Patrick Proctor February 25, 2008

2. Linguistic Interdependence (Cummins, 1979) L1L2 Common Underlying Proficiency

3. Linguistic Interdependence If L1 is good, likely L2 is good Younger Kids - Goldenberg (1994): concepts of print, letter names and sounds, rich linguistic input - Lesaux & Siegel (2003): K-2 ELLs in Canada comparable to monolinguals –Update, Lesaux, Rupp, & Siegel (2007): ELLs and monolinguals look comparable over time

4. Linguistic Interdependence If L1 is good, likely L2 is good Older Kids - Jiménez, García, & Pearson (2006): Reading strategies, translation, cognate awareness - Proctor et al. (2005, 2006): English reading looks comparable to monolinguals, Spanish vocabulary affects English reading for average to good English readers

5. Reflect Do these studies prove the interdependence hypothesis?

6. Sort of… Linguistic Interdependence is slightly underspecified in that it doesn’t explicitly consider: L1 of the learner Individual literacy skills –“size” –Metalinguistics L1 literacy development is key

7. Size and metalinguistics

8. TOMAR

9. v. To take

10. RÁPIDO

11. adj. Fast, rapid

12. Mi mamá es inteligente. My mother is smart/intelligent. Si mi mamá fuera inteligente, sería feliz. If my mother were intelligent, I’d be happy.

13. Nature of the L1

18. AMARILLO

19. ROJO

20. AZUL

21. VERDE

22. 紅

23. 綠

24. 黃

25. 藍

26. RED

27. YELLOW

28. GREEN

29. BLUE

30. Commutability Paradigm Commutability Size of the Skill Domain Metalinguistic Nature of the Skill Domain Typological Relationships Between Languages

31. Limits on Transfer Different skills cross languages in different ways… Print concepts Alphabetics Phonemics Vocabulary Strategies Defining those limits determines commutability

32. Orders of magnitude What skills are more or less likely to transfer? L1 = Spanish vs. L1 = Arabic Listening comprehension Alphabetic knowledge Vocabulary knowledge Sound-symbol understanding Reading comprehension

33. Commutability Model* * Same sample and measures from students from Proctor et al. (2005, 2006). Oral language = vocabulary knowledge + listening comprehension; Spanish-English decoding = Spanish alphabetic knowledge + English alphabetic knowledge. Fit indices: (  2 (2, N=91) = 1.88, p =.39)

34. Commutability Paradigm Size, orthography, grammar/syntax, metalinguistics Consider again… My mother is intelligent Mi mamá es inteligente أمي هي ذكية 我 媽媽 很 聰明

35. Application to practice