Introduction
Transfer and transition are two separate yet important processes that must occur when learning a second language. Transfer should be carried out at every grade level and be consistent throughout the classes. Transfer involves moving a student's understanding from their native language (L1) to their second language (L2). For the purposes of this paper the transfer process will involve transferring reading and writing skills from Spanish to English through carefully planned activities.
Transition takes place after many successful transfers. Students are ready for transition once they have mastered the English cognitive academic language proficiency skills (CALPS). Although students have improved their English skills they still need some type of Sheltered English Approach (SEA) to guarantee a smooth transition to an English only classroom. This paper will present some of the issues and strategies to facilitate transfer and transition for English Language Learners (ELL’s).
Issues in Transfer and Transition
There are some hurdles educators face when assisting their students with transferring information from their L1 to their L2. Many educators are missing specific transfer curriculums for them to follow (Ramirez, 2011). As stated by Salgado (2015), educators need to transfer concepts to English through planned activities. Problems arise when teachers do not specifically know what is and is not transferrable to English; furthermore which language components in L2 do not exist in L1. In addition to lack of knowledge, many teachers are faced with a lack of tools and/or resources to assist them in teaching these transfer skills.
Ramirez uncovered how the memory for a bilingual student is greater when information is presented multiple times in both languages, as opposed to multiple times in just one language (Ramirez, 2000; Salgado, 2015). This is critical to note, as another trait for bilingual students is the way their brain works. Many times this is seen as an issue to solve, rather than a phenomenon to be admired. When speaking and writing, the fact that students use two languages interchangeably is not a sign of confusion, but more so the way their brains make sense of and use the information they have learned.
Another common assumption is ELL’s will make sense of language differences simply through exposure to both languages; or the most successful way to facilitate the transfer of knowledge is through identification of language commonalities. Teaching language differences is equally important as teaching the similarities. Similarities are more likely to be assumed, however differences between two languages must be explicitly taught, especially since these will be even more difficult to master. (Ramirez, 2011).
Concerns in transition arise when students who have exited the bilingual program are still in need of L2 support and accommodations. This support is sometimes absent or forgone in the name of academic learning and timesake. Many regular mainstream teachers forget or do not check to see who their ELL students are. If they do know, they may be unsure of how to effectively reach those particular students.
Research about Transfer and Transition
Several studies have concluded that building a strong foundation in a student’s L1 allows for easier transfer to their L2 (Ramirez, 2011; Ramirez, 2000). Students can establish this transfer if the teacher follows a specific language structure when presenting new material. Freeman and Freeman (2009), suggest using a student’s L1 to introduce the topic, then giving the lecture portion in L2, followed by review in L1. This type of model is similar to to another transfer model because both use Spanish and English to introduce, preview, and review, however the latter model includes evaluation in both languages (Salgado, 2015). These models can easily facilitate the transfer of strong structural similarities, although negative transfer is also possible (Ramirez, 2011). It is important to have a balanced curriculum through which students learn these language differences before they are able to facilitate negative transfer of language rules.
Research shows using an SEA assists students in making the transition to all English instruction. Some strategies included in this approach involve using a buddy system, additional vocabulary development, teaching study skills and using comprehension strategies (Salgado, 2015). It is also important to presenting culturally relevant texts in English, or are of some interest to the students. A teacher, Silvio, achieved great success with his students by implementing authentic and significant activities with his class (Freeman & Freeman, 2009).
When students are transitioning to an English only environment, it is important to use certain strategies specific to ELL’s. By teaching students how to help themselves, educators are preparing them for success in the real world. As seen in Colorincolorado’s YouTube video (2011), a chapter walk can be a very helpful strategy when using standard textbooks. Students can find tons of useful information from looking at different text features before actually reading the main text.
Author’s Opinion about Transfer and Transition
Transferring is a technique involving careful planning on the teacher’s part. Educators have to consider what vocabulary is the most important for students to know; not just in one particular class but across multiple disciplines. Coelho (2011) categorizes academic vocabulary into four categories; general academic words, subject specific words, context defined words, and figurative language. All four categories include important vocabulary and it is the teacher’s job to ensure they are exposing students to words from all categories. It is also vital to teach students how to recognize which words are the most important and filtering out the unimportant words (Coelho, 2011).
When discussing language arts in general, some other helpful practices are to examine the English Language Arts and Reading (ELAR), Texas Essential Knowledge and Skills (TEKS) versus the Spanish Language Arts and Reading (SLAR) TEKS (Salgado, 2015). Educators will find several differences, such as the applicability of accent marks in Spanish yet their irrelevancy in English. Educators can also find while English involves blending onset and rime to read new words, Spanish involves blending syllables. The University of Texas System/Texas Education Agency (2009), provides an ELAR/SLAR comparison chart for kindergarten through sixth grade; including a side-by-side comparison of all the TEKS in Spanish and their equivalents or inapplicability in English.
Conclusion
The transfer models and techniques would easily facilitate a high rate of transfer in bilingual students, unfortunately, there are several different opinions about bilingualism ranging from acceptance to opposition (Ramirez, 2011). Educators are often faced with language specific curriculums dictating which language they should be speaking in, and this does not always lend itself to the most effective transfer models.
Teaching students to look at and interpret text features will aid in their comprehension and have also been added as questions on State of Texas Assessment of Academic Readiness (STAAR). These questions ask students to interpret text features and answer multiple choice questions related to its purpose, or the author’s purpose for including it. Using an SEA, teachers can help transition students who recently began in an English-only classroom. Teachers of SEA must be able to speak clearly and slowly, making students feel calm and successful. By teaching students certain strategies the ELL’s are ready for success.
Educators must ask questions to evoke students to think deeply and provide them with whatever support necessary to make them feel successful. Higher order thinking questions cause students to analyze and lead to higher comprehension rates. The more relaxed and open the classroom environment is, the more the students will learn. They should not be concerned about making a mistake and should never be ridiculed for not understanding. All students need to be treated with decency and respect and it is essential for ELL’s. They may shut down and stop trying altogether if they have negative experiences and constant failure when trying to learn English. Transfer and transitional time is vital to a student's continued success in an academic environment.
References
Coelho, E. (2011, May 11). Academic vocabulary [video file]. Retrieved from https://www.youtube.com/watch?v=MVI-n8ukBcs&NR=1&feature=endscreen
Coloríncolorado. (2011, July 26). Chapter walk with me! [video file]. Retrieved from https://www.youtube.com/watch?v=U30tOXpjuvA&list=PLG05oGK3onsNc02V7vek45gYvsyoulBJ_
Freeman Y.S. & Freeman D.E. (2009). La enseñanza de la lectura y la escritura en español y en inglés en clases bilingües y de doble inmersión (2nd ed.). Portsmouth, NH. Heinemann.
Ramirez, D.J. (2000). Bilingualism and literacy: Problem or opportunity? A synthesis of reading research on bilingual students. A Research Symposium on High Standards in Reading for Students from Diverse Language Groups: Research, Practice & Policy. Retrieved from http://www.ncela.us/files/rcd/BE023769/Bilingualism_and_Literacy.pdf
Ramirez, E. (2011, November). Transference: Spanish language system and English language system. (unpublished master’s thesis). The University of Texas of the Permian Basin, Odessa, TX. Retrieved from https://online.utpb.edu/bbcswebdav/pid-761807-dt-content-rid-4609762_2/courses/EDBI6325783152M/Transfer%20to%20English.pdf
Salgado, Y. (2015). Notes for a lecture on transfer and transition to English. Teaching Language Arts and Reading for Spanish Learners, The University of Texas of the Permian Basin, Odessa, TX.
University of Texas System/Texas Education Agency (2009). SLAR/ELAR TEKS Comparison. Retrieved from http://ipsi.utexas.edu/EST/files/standards/TEKS/SLAR-ELAR_Comparison.pdf