Friday, May 13, 2016

Annotated Bibliography: First Language Proficiency and the Transfer to English Language Learning


Al-Awidi, H.M., Ismail, S.A. (2014). Teachers’ perceptions of the use of computer assisted language learning to develop children’s reading skills in English as a second language in the United Arab Emirates. Early Childhood Education Journal, 42 (1), p. 29-37. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=268dfc18-3ab9-42bf-92ac-f9ce0d50c530%40sessionmgr4001&vid=1&hid=4107

This article investigates the use of Computer Assisted Language Learning (CALL) in teaching reading to children in ESL classes.  The results of the study indicate that the main purpose of using CALL is to help children develop reading strategies and increase their motivation.  Common strategies reported by teachers include using computers to enhance reading skills, support reading, listen to read-aloud stories, recognize letter/sound relationships, and identify letters and beginning sounds of words.  Teachers described that these strategies were beneficial in that they provided opportunities for interaction and individualized instruction.   However, the lack of resources and proper software and hardware were the main barriers of using CALL. 
Despite the challenges, this article acknowledges the use of technologies at all educational levels to facilitate learning and teaching to increase access to learning opportunities, specifically in language learning and literacy.  Due to the increased use of technology in school standards, programs such as CALL could promote learning and literacy, computer literacy, as well as assist ELLs in transferring knowledge from their first language to English.


Dixon, L.Q., Wu, S., Daraghmeh, A. (2012). Profiles in bilingualism: Factors influencing kindergartners’ language proficiency. Early Childhood Education Journal, 40 (1), p. 25-34. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fff6cbba-eb3d-472f-835e-cd37f35f8d1c%40sessionmgr4005&vid=1&hid=4107

This article examines the assumptions concerning bilingual children’s language proficiency in both languages, which are the unbalanced proficiency in two languages, low socioeconomic status indicates low proficiency in both languages, and parental conformity in the societal language at home will promote its development.  Findings show that children with high proficiency in both languages were equivalently represented all SES groups; and many low SES children achieved high proficiency in both languages.  Regarding home development of the societal language, the authors found that parents’ own language proficiency greatly influences the child’s.  The switch to the societal language (English) in the home did not improve English proficiency, and it hindered proficiency of the home language. 
The results from this article are supported by previous findings that proficiency in two languages is influenced by SES and home language exposure.  This article promotes that certain concepts learned in the home language will be easier or faster to teach in the societal language.  Therefore, the home language proficiency can ease the development of societal language proficiency.


Gillanders, C. (2007). An English-speaking prekindergarten teacher for young Latino children: Implications of the teacher-child relationship on second language learning. Early Childhood Education Journal, 35 (1), p. 47-53. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=39b63809-59a4-4d73-bda8-5d47c9b6f3fa%40sessionmgr4002&vid=1&hid=4107

This article describes the sociocultural strategies used by a pre-kindergarten teacher to effectively teach young English language learners.  Gillanders implies that the teacher-child relationship promotes opportunities for students to engage and participate more meaningfully.  She highlights the importance of the emotional aspect of teaching young English language learners.  Through her study, she found that the teacher’s emphasis on building positive relationships with students may make an important difference in the success of ELL students. 
The article presents implications for practice and research in implementing theories and research from educational and sociocultural fields to support English language teaching.  Therefore, the various components in effectively teaching and interacting with English language learners that were discussed in this article could be useful for considering the effect of developing a meaningful connection between the first language and English language.


Goodrich, J.M., Lonigan, C.J., Farver, J.M. (2013). Do early literacy skills in children’s first language promote development of skills in their second language? An experimental evaluation of transfer. Journal of Educational Psychology, 105 (2), p. 414-426. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1309d9ff-8e44-43df-914a-4f677317ccec%40sessionmgr4005&vid=1&hid=4107

This article evaluates the cross-language transfer of emergent literacy skills, and the impact that one language had on the other language regarding those skills.  Results of this study suggest that there was a limited role for the transfer of emergent literacy skills.  Only certain skills transfer from one language to another.  It was also noted that children with greater ability in one language benefit from instruction in that language more than children with less ability, which is known as the Matthew effect. 
The study provides evidence and challenges to the idea that first language proficiency could aid in second language acquisition.  These aspects are relevant as they enlighten the realities of cross-language transfer and offer implications for addressing the challenges.


Horst, M., White, J., Bell, P. (2010). First and second language knowledge in the language classroom. International Journal of Bilingualism, 14 (3), p. 331-349. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1f8633ab-0f21-4ad3-aec8-c21cb52a36ea%40sessionmgr4001&vid=1&hid=4107

This article investigates language instruction in ESL classrooms to connect first language knowledge in acquiring a new language (English).  Designing and using a series of cross-linguistic awareness (CLA) activities, the authors are convinced that learning contexts are richer when connections to other language(s) are made in the classroom.  They argue that raising cross-linguistic awareness hold demonstrative advantages for learners. 
The findings in this article support the idea of language transfer from first language to a new language, as it allows children to make meaningful connections between the two.  However, the authors do not highlight the skills that may not have transferred as successfully, which implies the optimism of their research.  Nonetheless, the findings of the article provide sufficient evidence of positive connections made between first language knowledge and second language learning.  


Kaushanskaya, M., Gross, M., & Buac, M. (2014). Effects of classroom bilingualism on task-shifting, verbal memory, and word learning in children. Developmental Science, 17 (4), p. 564-583. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=4ce93e29-4135-406b-890b-8be940359eb2%40sessionmgr4001&vid=1&hid=4107

This article examines the effects of a classroom bilingual experience in children on a range of cognitive skills.  The two groups, monolingual English and classroom bilingual English-Spanish, were compared on measures of non-linguistic task shifting, of verbal short-term and working memory, and of word learning.  It was found that the two groups were neutral on measures of non-linguistic task shifting and verbal short-term memory.  However, on measures of verbal working memory and of word learning, the classroom bilingual group outperformed the monolingual group.  It was noted that the length of classroom experience in the second language has distinct influences on the four cognitive skills being measured.
Although classroom exposure to a second language may not be adequate to influence changes in cognitive control, it can facilitate in verbal memory and word learning.  Therefore, this article is useful because it provides implications that even classroom bilingualism can positively affect cognitive skills in second language learners. 


Konishi, H., Kanero, J., Freeman, M.R., Golinkoff, R.M., & Hirsh-Pasek, K. (2014). Six principles of language development: Implications for second language learners. Developmental Neuropsychology, 39 (5), p. 404-420. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e1e45af8-ad05-4c61-85ec-c2bb90b613f1%40sessionmgr4005&vid=2&hid=4107

This article explores six principles of language learning that can be used to provide support for ESL children.  The authors have gathered evidence that there may be sufficient empirical evidence based on their research in language development to offer these principles to promote ESL children’s language development and academic success.  In short, the six principles highlight the importance of increased language input, capturing interest, interactive contexts, meaningful learning environments, diverse examples and structures, and vocabulary and grammar. 
The authors’ compilation of these principles offers implications for practice in ESL children.  The implementation of these principles may increase language competences of ESL children.  As they move from their first language to English, the information in this article can guide educators towards building and improving students’ language development and skills, using first language contexts.


Marmol, G.A. (2011). Vocabulary input in classroom materials: Two EFL coursebooks used in Spanish schools. RESLA, 24, p. 9-28. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=b2c0272d-c74f-41c7-9d66-7321990dce34%40sessionmgr4005&vid=1&hid=4107

            This article analyzes how two EFL course books, widely used in Spanish Primary Education, deal with vocabulary in quantitative terms.  It also raises awareness of the role of the course book in vocabulary learning.  The author found that the two books, Bugs and English Adventure, have widely different, yet dependently effective, approaches to vocabulary learning.  The findings show differences in vocabulary input, philosophies, lexical density indexes, and frequency levels. 
            Analyzing course book content is important in ensuring that what is being learned is appropriate for the learners.  This study, although limited to two English language course books, raises awareness of what constitutes one of the key elements in the ESL classroom.  Course book contexts offer students opportunities to visualize, analyze, and determine similarities and differences between their first language and English.  Therefore, this article is useful because it provides the educator a new perspective on English language teaching approaches, possibly building from first language competencies to English.


Skouge, J., Rao, K., Boisvert, P. (2007). Promoting early literacy for diverse learners using audio and video technology. Early Childhood Education Journal, 35 (1), p. 5-11. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=99eadf7d-b6d0-4302-aff1-fdc0758419d0%40sessionmgr4005&vid=1&hid=4107

This article examines the practical applications of multimedia technologies to support early literacy, with special emphasis given to the needs of children with disabilities and children acquiring a second language.  The authors express the idea that technology can be utilized to build literacy-rich contexts for children.  Multimedia discussed in this article that is already familiar to the world’s youth, such as audio and visual recordings, CD and DVD burning, and podcasting, could enable access to a variety of resources under qualified conditions.  Though, despite the infinite possibilities of using technology tools to support literacy learning, the authors addressed the challenges associated with extending access to literacy to the two particular groups of children, which could mean the difference between success and failure in school.  The main challenge discussed in this article is educator-centered—the risks, investments, and partnerships that educators would need to integrate technology with literacy.  Other challenges to be considered that were not highlighted in this article are the demographics and financial situations of the district(s) involved (namely those with limited resources and access to technology) and the insurance of appropriate use of technology.  Despite these challenges, the authors note that in a decade’s time, all the technologies described will be commonplace. 
Technology is certainly bridging many gaps in education, and this article provides useful strategies and tools that connect technology to second language learning.  This article opens the conversation for educators to utilize technology to assist ELLs in learning and building literacy in English.  Many applications support multiple languages that could be helpful to ELLs in transferring knowledge from their first language to English. 


Yazici, Z., Ilter, G., Glover, P. (2010). How bilingual is bilingual? Mother-tongue proficiency and learning through a second language. International Journal of Early Years Education, 18 (3), p. 259-268. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=9a44c1c5-80f0-4606-8ea0-4c94851816b3%40sessionmgr4001&vid=1&hid=4107

            This article discusses second language education through first language, or mother-tongue, competence in preschool migrant children.  Based on their study, the authors found that home education in the mother-tongue could raise levels of competence in the second language learned in the classroom, as well as increase educational opportunities.  The authors have noted that mother-tongue competence can positively affect reading in the second language, specifically.  
            The authors provide supporting evidence that a child’s proficiency in their first language can play a key role in learning a second language.  Therefore, this article is relevant as it directly focuses on language transfer and influence from first language competence to second language learning.   

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