When transferring literary knowledge and skills from L1 to L2, which of the following is true?

A. No transfer of information should be made between L1 and L2, as any information would just be confusing to students.
B. Continuous development of L1 can result in a negative transfer of information in L2.
C. Scaffolding in L1 has no benefit on the transfer of knowledge to L2.
D. The skills that the student knows from different subjects in L1 will help in the acquisition of L2.

Question

31-10-2023
Social Studies

High School

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When transferring literary knowledge and skills from L1 to L2, which of the following is true?

A. No transfer of information should be made between L1 and L2, as any information would just be confusing to students.
B. Continuous development of L1 can result in a negative transfer of information in L2.
C. Scaffolding in L1 has no benefit on the transfer of knowledge to L2.
D. The skills that the student knows from different subjects in L1 will help in the acquisition of L2.

Answer :

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Final answer:

The skills that students have acquired in their L1 (native language) are beneficial when they are learning an L2 (second language). Research supports this, indicating there are advantages to bilingual education and fostering literary knowledge in both languages.

Explanation:

Research conducted by Johns Hopkins University indicates that bilingual students, who receive instruction in both their native language and English, tend to make better academic progress than students taught only in English. This underlines the importance of retaining and developing the student's L1 while learning L2.

Similarly, when students are reading an informational text, the more context and knowledge they possess, the better they understand the content. The knowledge acquired in L1 will help students draw important connections and enhance their critical thinking, reading, and writing skills in L2. Students' bilingual education and literary knowledge are essential for comprehending and excelling in diverse subjects, regardless of the language of instruction.

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