Theoretical Basis

Being exposed to more than one language during childhood can ease the transition from speaking and using the home language to acquiring a second language, usually English for school. This transition is known as cross-language transfer (Ben-Zeev, 1997; Bernhardt, 1991; Durgunoglu & Verhoeven, 1998). Two major hypotheses have been developed to explain cross-language transfer: the interdependence hypothesis and threshold hypothesis.

The Interdependence Hypothesis (Cummins, 1981; 1984) explains that in the process of developing proficiency in one language, children develop underlying cognitive skills and metalinguistic awareness, an awareness about the content and meaning of language that extends beyond external structure and sound. The result is a universal understanding of language from the acquisition of one language that facilitates learning and developing proficiency in a second or additional languages.

The Threshold Hypothesis (Cummins & Swain, 1986) explains that bilinguals must achieve minimum levels or thresholds of proficiency in both languages before the benefits of bilingualism can be observed. A higher level of proficiency in the first language is more likely to contribute to the acquisition of a second language.