Supplemental Material for Spillovers From Coordination to Cooperation: Evidence for the Interdependence Hypothesis?

2016 ◽  
Keyword(s):  
Interdependence Hypothesis

Reading Strategies in L1 and L2

2002 ◽  
Vol 135-136 ◽  
pp. 1-35 ◽  
Author(s):  
Junko Yamashita
Keyword(s):  
Reading Strategies ◽  
Reading Ability ◽  
Think Aloud ◽  
L2 Reading ◽  
Reading Processes ◽  
English Reading ◽  
L1 And L2 ◽  
Interdependence Hypothesis

Abstract This study compared LI (Japanese) and L2 (English) reading strategies reported by four groups of readers with different reading ability backgrounds. Information on the strategies was extracted by a think aloud method. The following points emerged. (1) Generally speaking, readers tend to transfer their LI reading strategies to their L2 reading. (2) Language independent strategies are more likely to be transferred from LI to L2 than language dependent strategies. (3) High LI reading ability compensates for weak L2 reading ability, but there is a limit to this compensation. These results suggested a stronger relationship between LI and L2 reading processes than is predicted by the linguistic threshold hypothesis. The possibility that we can explain the results by combining the linguistic threshold hypothesis and the linguistic interdependence hypothesis, which have often been treated as conflicting, was discussed.

scholarly journals Linguistic Interdependence Hypothesis: Does the Positive Transfer in Writing Skill Occur in Lower Level Students?

2021 ◽  
Vol 5 (11) ◽  
pp. 1606
Author(s):  
Beby Maharani Masyitha ◽  
Utami Widiati ◽  
Ekaning Dewanti Laksmi
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Positive Transfer ◽  
Language Transfer ◽  
School Students ◽  
Writing Ability ◽  
English Writing ◽  
Writing Skill ◽  
Bahasa Indonesia ◽  
Interdependence Hypothesis

<p><strong>Abstract:</strong> Language transfer always becomes an interesting topic to discuss in SLA. From the two types of language transfer take place in the process of language learning, this research aims to investigate the positive transfer occurs in junior high school students’ writing skill. The two languages to be involved in this research, Indonesian as L1 and English as L2. The analysis of the positive transfer within writing skill in this research is carried out under the theory of ‘Linguistic Interdependence Hypothesis’ proposed by Cummins. Correlational research design is employed to analyze the correlation between the students’ L1 (Indonesian) writing ability and L2 (English) writing ability. The analysis result shows that the positive transfer in students’ writing does not exist. This happens due to the lack of exposure that the students have in practicing L2 (English) writing.</p><strong>Abstrak:<em> </em></strong>Transfer bahasa selalu menjadi topik yang menarik untuk dibicarakan dalam pemerolehan bahasa kedua. Dari dua jenis transfer bahasa yang terjadi dalam proses pembelajaran bahasa. Penelitian ini bertujuan untuk menginvestigasi transfer positif yang terjadi dalam keterampilan menulis siswa SMP. Ada dua bahasa yang dilibatkan dalam penelitian ini, yaitu bahasa bahasa Indonesia dan bahasa Inggris. Analisis transfer positif dalam keterampilan menulis pada penelitian ini mengacu pada teori ‘<em>Linguistic Interdependence Hypothesis</em>’ yang digagas oleh Cummins. Penelitian ini menggunakan metode korelasional untuk menganalisis korelasi kemampuan menulis siswa dalam bahasa Indonesia dan bahasa Inggris. Hasil analisis menunjukkan bahwa tidak ada transfer positif yang terjadi dalam tulisan siswa. Hal ini terjadi karena kurangnya pajanan yang diterima siswa untuk mengasah keterampilan menulis dalam bahasa Inggris.

A Context-Dependent View on the Linguistic Interdependence Hypothesis: Language Use and SES as Potential Moderators

2015 ◽  
Vol 65 (2) ◽  
pp. 449-469 ◽  
Author(s):  
Mariëlle J.L. Prevoo ◽  
Maike Malda ◽  
Rosanneke A.G. Emmen ◽  
Nihal Yeniad ◽  
Judi Mesman
Keyword(s):  
Language Use ◽  
Context Dependent ◽  
Interdependence Hypothesis

Latin American Students and Language Learning in Catalonia: What does the Linguistic Interdependence Hypothesis show us?

2014 ◽  
Vol 17 ◽  
Author(s):  
Ángel Huguet
Keyword(s):  
Language Learning ◽  
Latin American ◽  
Immigrant Students ◽  
Linguistic Diversity ◽  
Cultural And Linguistic Diversity ◽  
Autonomous Communities ◽  
American Students ◽  
Latin American Students ◽  
Parallel Tests ◽  
Interdependence Hypothesis

AbstractThe massive arrival in Spain of students of immigrant origin has visibly altered the traditional configuration of schools, where ethnic, cultural and linguistic diversity is becoming increasingly manifest. This situation is worth being mentioned insofar as it affects all the different autonomous communities in the country, even more clearly Catalonia, where the educational system is organized under the parameters of bilingual education. One of the theoretical constructs supporting this educational model is the Linguistic Interdependence Hypothesis, developed by Jim Cummins at the beginning of the 1980s. According to the author, whenever the instruction in a given language (Lx) takes place under certain conditions, competence acquired in this language can be transferred onto another (Ly). Bearing this theoretical construct in mind, our study focuses on a sample of 237 Spanish-speaking subjects (123 native and 114 immigrant students) who completed a series of parallel tests evaluating their skills in Catalan and Spanish. Drawing on the data analyzed we can conclude that the Hypothesis accounts for the results in both native and immigrant students with the same L1.

Narrative abilities of preschool bilingual Norwegian-Russian children

2016 ◽  
Vol 21 (5) ◽  
pp. 617-635 ◽  
Author(s):  
Yulia Rodina
Keyword(s):  
Narrative Structure ◽  
Assessment Instrument ◽  
Narrative Development ◽  
Typically Developing ◽  
Language Data ◽  
Language Exposure ◽  
New Evidence ◽  
The Relationship ◽  
Interdependence Hypothesis ◽  
Narrative Abilities

Aim and objectives/purpose/research questions: The study aims at conducting a comprehensive examination of the initial stages of narrative development in both languages of typically developing Norwegian-Russian simultaneous bilinguals. The objective of the study was to investigate whether narrative structure (macrostructure) and narrative productivity (microstructure) are language-dependent abilities (cf. The Linguistic Interdependence Hypothesis) and to explore language exposure effects on the narrative composites. Design/methodology/approach: The Multilingual Assessment Instrument for Narratives was used to assess narrative comprehension and production in preschool Norwegian-Russian children ( N = 16, M = 4;6) as well as in Norwegian- ( N = 16, M = 4;5) and Russian monolinguals ( N = 16, M = 4;5). Data and analysis: Multiple regression and correlation analysis was conducted to establish the relationship between the narrative macro- and microstructure in bilinguals and through the bilingual–monolingual comparison. In addition, more detailed quantitative and qualitative analysis at each level was performed. Individual bilingual children’s data were also considered. Findings/conclusions: Overall the comparison of the narrative macro- and microstructure in the two languages of bilinguals supports the Linguistic Interdependence Hypothesis. Norwegian-Russian children’s ability to compose and especially understand a story is equally developed in both languages. Exposure effects revealing the superiority of Norwegian, the majority language, are found primarily for microstructure measures. The complete picture is achieved through the bilingual–monolingual comparison, which suggests that narrative abilities in the minority language are sensitive to the amount of exposure and their acquisition can be vulnerable. Originality and significance/implications: The study provides new evidence on bilinguals’ narrative abilities in a previously unstudied language combination. The new evidence contributes to better understanding of the initial stages of narrative development in typically developing simultaneous bilinguals and establishing the norms for the relevant abilities. Importantly, the study highlights the importance of examining language data in both languages of a bilingual child.

The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals

2014 ◽  
Vol 17 (1) ◽  
pp. 139-164 ◽  
Author(s):  
Elena Zaretsky
Keyword(s):  
Oral Language ◽  
Inflectional Morphology ◽  
Theoretical Frameworks ◽  
L2 Reading ◽  
Story Retelling ◽  
Orthographic Depth ◽  
Grammatical Errors ◽  
Linguistic Transfer ◽  
L1 And L2 ◽  
Interdependence Hypothesis

Previous research shows strong evidence of positive cross-linguistic transfer as a factor of L1 literacy. Moreover, research shows that L1 literacy supports the preservation of L1 language skills while learning L2, as oral and written languages are highly interdependent. Two theoretical frameworks can be instrumental in accounting for cross-linguistic transfer: The constructive analysis hypothesis suggests that the closer L1 and L2 are typologically, the more cross-linguistic transfer should be observed. The interdependence hypothesis postulates that bilingual transfer is also supported by L1 proficiency. These hypotheses were tested in oral language experiment, comparing typologically different languages (L1 Russian and L2 English) with different orthographic depth and language-specific characteristics. The study examines the use of morphosyntactic and lexical structures through story retelling in L1 and L2 by 13 Russian-English bilingual children (Mage = 8;2) who were readers in their L1 as well as in their L2. The results indicate a strong effect of L1 reading skills on children’s ability to use appropriate lexical and syntactic processes in their L1 and L2 narratives as well as on the reduction of L1 grammatical errors, one of the most sensitive aspects of Russian inflectional morphology. These results support the interdependence hypothesis of cross-linguistic transfer. Keywords: bilingual transfer; literacy; morphosyntax; lexicon; language-specific structures

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