Running head: TRANSFER OF SKILLS

Transfer of Skills and Language Acquisition

Roxana Shirazi
American College of Education

Transfer of Skills and Language Acquisition

Transfer of Skills and Language Acquisition

Introduction
The issue of a lack of a bilingual model at my school diverges into the negative and
the positive. The downside of the matter is that a consensus does not exist which leads to
difficulties in collaboration and cooperation among teachers. Looking on the positive side, an
opportunity for experimentation and scholastic flexibility is abound. In fact, the situation is
ripe for a graduate student learning about different theories and practices!
Transfer-of-skills strategies hinge on a cognitive overlap between L1 and L2. Stevens
and Miretzky (2014) identifies two different types of transfer: low road/near transfer and high
road/far transfer; [t]he former involves automatic, direct transfer of regularly practiced skills
between similar situations, while the latter applies to the thoughtful application of more
abstract knowledge and skills to varied situations that may be quite different from each
another (p. 32). In both cases of transfer, context is vital to facilitate stored knowledge and
skills from L1 to L2. Expanding on the topic of transfer and context, Stevens and Miretzky
(2014) go on to state [t]he challenge in transfer of learning lies in the fact that skills may not
transfer if the similarities among situations are not recognized (p. 32). Empowered by this
research, I based my lesson on the theme-based model of content-based instruction.
Lesson Plan

Grade Level: Seventh grade

Content Area: English

Lesson Plan Theme: Ghosts

Description: Complete reading comprehension and writing tasks and create a ghost story
based on The Canterville Ghost.
Transfer-of-skills Strategy:

Description of Strategy:

Implementation Steps:

Strategy # 1 Read and write

about The Canterville Ghost.

Assess students reading

comprehension skills of L2
after the material has been
taught in L1.

A condensed version of
Oscar Wildes The
Canterville Ghost, in
Turkish, will be taught by the

Transfer of Skills and Language Acquisition

3
Turkish literature teacher.
Afterwards, a meeting
between the literature teacher
and I will take place to
discuss overall student
strengths and weaknesses.
Following a mutual
collaboration, a writing task
about the story will follow a
reading comprehension
assessment in English.

Strategy # 2 Write and

illustrate a ghost story.

Expansion of vocabulary and

subsequent implementation.

Select verbs and adjectives

will be chosen from The
Canterville Ghost. The
aforementioned words will
be presented and defined
visually while accompanied
by synonyms. A quick oral
comprehension check will
take place. Students will be
grouped based on their
proficiency level. Each group
must write a short ghost story
with a predetermined number
of new vocabulary. Once I
review each of their stories,
they will re-write, if
necessary, and illustrate the
story.

The frst strategy is based on explicit transfer of skills. Reading is an important aspect
of language acquisition in both L1 and L2. In terms of reading in L2, a students success is
partially dependent on their reading skill level in L1. As Crdenas-Hagan , Carlson, C. D., &
Pollard-Durodola (2007) found [t]he transfer of skills that are fundamental for reading
acquisition, such as phonological awareness, is expected to be enhanced when students
receive some instruction in L1 and have made a transition to L2 reading and instruction (p.
250). As thus, this strategy is rooted in the students reading abilities, and associated skills, in

Transfer of Skills and Language Acquisition

L1. Furthermore, this lesson revolves around the transfer-of-skills strategy in order to bolster
reading comprehension and reading skills in L2.
Vocabulary is the backbone of language, it is the vast repertoire that we draw from to
construct language and communicate. While in the process of acquiring a new language,
vocabulary must be presented within a coherent context. In other words, if novel vocabulary
is presented in a vacuum, comprehension and retention will suffer greatly. As stated by
Alharbi (2015) language learners need to master both spoken and written forms of
vocabulary and distinguish its meaning to craft successful meaningful connections socially
and mentally. The strategy, which has students write and illustrate a ghost story in groups, is
two-pronged. The first aspect establishes a meaningful connection between words that have
been pre-taught in Turkish and their synonyms. Second, the visual component (graphic
organizers and illustration) reinforces the new vocabulary through implementation and affords
visual learners an opportunity to absorb the lesson in line with their learning style.

Transfer of Skills and Language Acquisition

References
Alharbi, A.M. (2015). Building vocabulary for language learning: Approach for ESL learners
to study new vocabulary. Journal of International Students, 5(4), 501-511.
Crdenas-Hagan E., Carlson, C. D., & Pollard-Durodola, S. (2007). The cross-linguistic
transfer of early literacy skills: The role of initial L1 and L2 skills and language of
instruction. Language, Speech, & Hearing Services in Schools, 38, 249-259.
Stevens, S. & Miretzky, D. (2014). The foundations of teaching for diversity: What teachers
tell us about transferable skills. Multicultural Education, 22(1), 30-40.