Résumé:
This paper aspires at discussing the interdependence model (Cummins,
1981; 2000) predicting a positive transfer of literacy-related and academic
language skills between languages as they are manifestations of a common
underlying proficiency (CUP). It is reinforced that the process of crosslinguistic transfer of literacy skills is determined and hence is interacting
with such factors as the sociocultural status of the languages, the amount of
exercise learners may receive, or the quantity and quality of teaching
offered. It is also maintained that inter-lingual transfer can occur, but the
patterns and strength of this transfer varies according to first language
background, language typology, L2 language proficiency and other aspects
of educational background experience. More to the point, Baker’s “Central
Operating System” (1996) and Francis’ “Text Processing Formal Schemata”
(2000) are endeavors highlighting that core discourse competencies, text
comprehension proficiencies, formal schemata and organiziational skills
are not language bound. They are learned by means of language use in L1
and L2. Hence, they are available for application to academic language tasks
in either language, rather than transfer from L1 to L2, or L2 to L1. Even
though evidence concerning the transfer of literacy related skills abounds,
what is still a current issue, which requires further investigation is the exact
processes and conditions that insure the effectiveness of this transfer in
both reading and writing.
