Language Transfer in a Dual Immersion Program: Cognates, Morphology and Language Contrasts

Figures & data

Table 1 Abbreviated Observation Guide Used for Data Collection

Classroom Observation	Teacher Interview Questions	Other
RQ1: How do teachers use the concept of transfer to facilitate students’ learning?
How does the teacher build on what students already know in their L1? How does the teacher react to verbal or written “errors” (grammar, etc.) that may be a misapplication of transfer? What scaffolds are in place for language? Do students translate for each other? Does the teacher translate?	Do you use students’ L1 to develop their L2? If so, how? (If applicable) How do you help students to see that their knowledge of Spanish/English can help them learn the other language? I noticed you did [X]. Tell me about that. How do you scaffold English for your Spanish speakers (and vice-versa)?	How do T build on S strengths in one language to help them learn the other? Is environmental print used to support language transfer? Do students use translanguaging practices when speaking to each other? To the teacher?
RQ2: How does the teachers' understanding of transfer impact their instruction in a DI setting?
Do teachers’ actions represent their stated beliefs (from interviews)? Is transfer addressed explicitly or implicitly? Do teachers use translanguaging? Or do they separate languages?	How did you develop academic language in English? Spanish? How do you develop students’ academic language? Tell me about the relationship between oral language and literacy. What do you think about this DI program? DI programs in general? Why?	Do students use translanguaging practices when speaking to each other? To the teacher? If so, how does the teacher respond?