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The pedagogical turn in the research on cross-language transfer: Re-thinking the Language Interdependence and the Language Threshold Hypotheses

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The pedagogical turn in the research on cross-language transfer: Re-thinking the Language Interdependence and the Language Threshold Hypotheses

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dc.contributor.author Villacañas de Castro, Luis Sebastián
dc.date.accessioned 2016-03-02T16:15:39Z
dc.date.available 2016-03-02T16:15:39Z
dc.date.issued 2016
dc.identifier.citation Villacañas de Castro, Luis Sebastián 2016 The pedagogical turn in the research on cross-language transfer: Re-thinking the Language Interdependence and the Language Threshold Hypotheses Tejuelo (Trujillo) 23 201 227
dc.identifier.uri http://hdl.handle.net/10550/51636
dc.description.abstract This article dwells on the opposing alignments that can be found in the literature on the Linguistic Interdependence (LIH) and Linguistic Threshold (LTH) hypotheses, in the field of second language acquisition and foreign language education. First, the prevailing, orthodox rendition of these two concepts is examined briefly, together with its theoretical and practical consequences. After this, the most distinctive characteristic of Jim Cummins¿s alternative framework is described, i.e., its emphasis on the pedagogical dimension and on its impact on cross-language transfer. According to this view, the quality and nature of the exposure to L2 (not time-exposure or student L2 level) would be the most significant factor vis-à-vis the degree of language transfer generated. This pedagogical dimension is explained in terms of three different levels of analysis, and two concrete studies are described, as experimental evidence. In the last section, a Pedagogical Threshold Hypothesis is finally presented as a logical development of the ideas exposed.
dc.language.iso eng
dc.relation.ispartof Tejuelo (Trujillo), 2016, vol. 23, p. 201-227
dc.subject Llengua segona Adquisició
dc.subject Psicolingüística
dc.subject Pedagogia
dc.subject Llenguatge i llengües Ensenyament
dc.title The pedagogical turn in the research on cross-language transfer: Re-thinking the Language Interdependence and the Language Threshold Hypotheses
dc.type journal article es_ES
dc.date.updated 2016-03-02T16:15:39Z
dc.identifier.doi 10.17398/1988-8430.23.1.201
dc.identifier.idgrec 102447
dc.rights.accessRights open access es_ES

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