Language Transfer Theory and Its Policy Implications: Exploring Interdependence between Luganda, Runyankole-Rukiga, and English in Uganda

Autor/in	de Galbert, Pierre G.
Titel	Language Transfer Theory and Its Policy Implications: Exploring Interdependence between Luganda, Runyankole-Rukiga, and English in Uganda
Quelle	In: Journal of Multilingual and Multicultural Development, 44 (2023) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Galbert, Pierre G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1788038
Schlagwörter	Transfer of Training; Second Language Learning; Native Language; Foreign Countries; Grade 2; Second Language Instruction; Elementary School Students; African Languages; English (Second Language); Literacy; Bilingualism; Decoding (Reading); Reading Comprehension; Language Usage; Language of Instruction; Educational Policy; Uganda + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Zweitsprachenerwerb; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; Fremdsprachenunterricht; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Dekodierung; Leseverstehen; Sprachgebrauch; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik
Abstract	The aim of the current study is to expand our understanding of cross-linguistic transfer (CLT) to new languages and settings under-represented in the research literature. Empirical evidence of CLT is almost exclusively demonstrated in studies examining European and Asian languages in high-income countries. Literacy data were collected from 3561 second-grade students in one of two languages in Uganda -- Luganda and Runyankole-Rukiga -- and English. Structural equation modelling was used to test a latent construct of alphabetical knowledge and a path model of bilingual reading comprehension. Findings suggest that second-grade students transfer decoding and reading comprehension skills from their first to second language, and initial evidence that the interdependence varies according to the language used in the classroom. Implications for language-in-education policies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01