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Moving Beyond Cross-Language Transfer in a Single Modality: The Transfer Integration Hypothesis.

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Title: Moving Beyond Cross-Language Transfer in a Single Modality: The Transfer Integration Hypothesis.
Authors: Shen, Ye1 (AUTHOR) yeshen@usf.edu
Source: Review of Educational Research. Jun2026, Vol. 96 Issue 3, p675-723. 49p.
Subject Terms: *Language transfer (Language learning), *Literacy, *Multilingual education, *Language contact, *Syntax (Grammar), *Fluency (Language learning)
Abstract: Over the past decades, theories of cross-language transfer have widely focused on the proficiency required to transfer a single linguistic modality in one language to that same linguistic modality in another language (e.g., first-language reading to second/foreign-language reading). To move beyond cross-language transfer in a single modality, a new theory, the transfer integration hypothesis proposes that reading and writing are related across learners' first and second languages. To test the transfer integration hypothesis, this systematic qualitative review synthesizes the findings of peer-reviewed studies on the reading-writing connections across languages. Evidence of cross-language reading-writing connections to support the transfer integration hypothesis was found with much variability resulting from literacy and linguistic factors. These factors include multilinguals' language experience and grade level, reading and writing measures, language exposure, motivation, language proficiency, and language structure similarities and distance. [ABSTRACT FROM AUTHOR]
Copyright of Review of Educational Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Moving Beyond Cross-Language Transfer in a Single Modality: The Transfer Integration Hypothesis.
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  Data: <searchLink fieldCode="JN" term="%22Review+of+Educational+Research%22">Review of Educational Research</searchLink>. Jun2026, Vol. 96 Issue 3, p675-723. 49p.
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  Data: Over the past decades, theories of cross-language transfer have widely focused on the proficiency required to transfer a single linguistic modality in one language to that same linguistic modality in another language (e.g., first-language reading to second/foreign-language reading). To move beyond cross-language transfer in a single modality, a new theory, the transfer integration hypothesis proposes that reading and writing are related across learners' first and second languages. To test the transfer integration hypothesis, this systematic qualitative review synthesizes the findings of peer-reviewed studies on the reading-writing connections across languages. Evidence of cross-language reading-writing connections to support the transfer integration hypothesis was found with much variability resulting from literacy and linguistic factors. These factors include multilinguals' language experience and grade level, reading and writing measures, language exposure, motivation, language proficiency, and language structure similarities and distance. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Review of Educational Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3102/00346543251318999
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      – Code: eng
        Text: English
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        PageCount: 49
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        Type: general
      – SubjectFull: Literacy
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      – SubjectFull: Multilingual education
        Type: general
      – SubjectFull: Language contact
        Type: general
      – SubjectFull: Syntax (Grammar)
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      – SubjectFull: Fluency (Language learning)
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              Text: Jun2026
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