This book represents concurrent attempts of multiple researchers to
address the issue of cross-linguistic transfer in literacy. It
includes broad spectrum of languages and reflects a new generation
of conceptualizations of cross-linguistic transfer, offering a
different level of complexity by studying children who are
trilingual and even learning a fourth language. The collection of
papers in this volume tried to capture the dynamic developmental
changes in cross-linguistic transfer that include such factors as
age of acquisition, typological proximity of L1 and L2 (and L3,
L4), intensity of exposure to language and reading in ambient and
newly acquired language(s), quality of input and home literacy.
More stringent methodological considerations allowed to isolate
specific constructs that suggest either primary levels of
children's metalinguistic abilities (phonological awareness that
can be applied cross-linguistically) or a more language-specific
constructs (morphological awareness) that relies on various
factors, including typological proximity, language proficiency and
task demands. Originally published in Written Language &
Literacy, Vol. 17:1 2014.
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