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Conexiones that Count

Cross-Linguistic Transfers to Biliteracy

Presented by

Blanca Estela Villarreal, Specialist

Emergent Bilingual Support Program

Curriculum, Instruction and Assessment

Division of Instructional Supports

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(C) Region One Education Service Center

All materials, content, and forms contained in this training/presentation are the

They are intended for use by session participant at the classroom, campus,

or district level only. Materials are to be used “as is” without modification.

Materials may not be used for personal benefit or financial gain or for use outside of the school system.

Intellectual Property Statement

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Blanca Villarreal

EB Program Specialist

Emergent Bilingual Support Program

Diana Gonzalez

Program Assistant

Cuauhtémoc Paz

Director, Emergent Bilingual Support Program

Lina C. Cruz

EB Program Specialist

Ricardo Sánchez

EB Program Specialist

Leticia V. Sánchez

Title III Coordinator

Marcelina Garza

Lead-EB Support Program

Remote Check-In Code: BOY2025

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(C) Region One Education Service Center

Essential Agreements

Active

Participation

Respect Diverse Perspectives

Creative Reflection

Growth Mindset

Concentrate on

Implementation

Kindness and Caring

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CO: We will examine types of cross-language transfer and apply strategies to intentionally design cross-linguistic connections that enhance biliteracy instruction in bilingual and ESL classrooms.

LO: We will discuss and describe types of cross-language transfer using academic language, and explain how selected strategies support biliteracy through cross-linguistic connections in bilingual and ESL instruction.

Content and Language Objectives

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Padlet for Activities

https://padlet.com/marcgarza/Crossshary

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Quote-Reflection

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Bilingual learners’ awareness of differences and similarities between their languages offers a powerful foundation for developing higher levels of bilingualism and biliteracy.

-Sonia Soltero

What is this quote saying about how bilingual students learn?

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Support

Build

3-Step Plan for Supporting Cross-Linguistic Connections

Develop

Develop an Understanding of Cross-Language Transfer

Support and Teach Cross-Linguistic Connections with Targeted Strategies

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Build a Classroom Environment that Embraces Linguistic Sustaining Practices

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Develop an Understanding of Cross-Language Transfer

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3-Step Plan for Supporting Cross-Linguistic Connections

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Research: Common Underlying Proficiency (CUP) Model

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Suggests that both languages (L1 and L2) draw from the same central knowledge base in the brain.
Skills, ideas, and concepts learned in one language can transfer to the other.
Language development in the first language (L1) helps support and strengthen the second language (L2).
Once a concept is learned (e.g., math strategies), it doesn't have to be relearned in the second language.
Promotes the idea that supporting L1 helps students succeed in L2—languages work together, not in isolation.

Jim Cummins

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How do students use knowledge from one language to support learning in another?

Cross-Language Transfer

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Cross-Language Transfer

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Cross-language transfer is when students use what they already know in their first language (L1) to help them learn and understand a second language (L2). In other words, they take skills, ideas, or concepts they’ve mastered in their home language and apply them directly when reading, writing, or speaking in the new language.

Cross-Language Transfer

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Cross-Language Transfer

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He has ten

years old.

Approximation

He is ten

years old.

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Cross-language transfer explicit and strategically planned instruction to promote high order thinking and cross linguistic connections.

Cross-Language Transfer

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Is not a program or curriculum...
Is not Simultaneous Translation...
Is not Reteaching or duplicating the same lesson...
Is not only for students at certain levels or grade levels...

Cross-Language Transfer is not...

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Four Transfer Types

Positive

Neutral

Cross-Language Transfer

Negative

Partial

(Adapted from Spanish English Biliteracy Transfer-UC San Diego)

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Cross-Language Transfer

Four Transfer Types

Both languages share the same patterns, which effectively support the development of biliteracy.

Positive

(Adapted from Spanish English Biliteracy Transfer-UC San Diego)

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Cross-Language Transfer

Four Transfer Types

Cognates are words in two languages that look similar, sound similar, and have the same meaning.

Example: "Negative" in English and "Negativo" in Spanish.

Positive

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Cognates

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Cross-Language Transfer

Four Transfer Types

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Cognates

Explicit cognate instruction helps students see how their languages connect in predictable ways, boosting comprehension and writing.

Cognates are best taught in meaningful context.
Teach them about “false cognates”
Teach students to use context around text to make sense of terms

Positive

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Cross-Language Transfer

Four Transfer Types

Similar patterns appear in both languages, so a comprehensive analysis is essential.

Partial

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English

Spanish

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Four Transfer Types

Similar patterns appear in both languages, so a comprehensive analysis is essential.

Partial

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Cognate Rules

Cross-Language Transfer

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Four Transfer Types

Partial

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Cognate Rules

Cross-Language Transfer

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Four Transfer Types

Patterns that are exclusive to one language.

Neutral

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Spanish

English

Cross-Language Transfer

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Four Transfer Types

Patterns that are exclusive to one language.

Neutral

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Spanish

Acentuación: la tilde en español

Cross-Language Transfer

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Four Transfer Types

Patterns that are exclusive to one language.

Neutral

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Spanish

Contractions: In Spanish we do not use an apostrophe

Cross-Language Transfer

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Four Transfer Types

Patterns that are exclusive to one language.

Neutral

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English

Cross-Language Transfer

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Neutral

Four Transfer Types

Patterns that are exclusive to one language.

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English

My dog’s ball is yellow.

Apostrophe

Cross-Language Transfer

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Neutral

Patterns that are exclusive to one language.

Four Transfer Types

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Example:

Pedro's camisa es azul.

La camisa de

Pedro es azul.

Spanish

Apostrophe

Cross-Language Transfer

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Approximations

Four Transfer Types

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Negative

Cross-Language Transfer

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Four Transfer Types

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Cross-Language Transfer

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Approximations

Four Transfer Types

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Negative

Common approximations:

Using -ing instead of ed: Yesterday I am playing soccer.
Forming questions: How long you stay?

Cross-Language Transfer

Let's look at a couple common approximations:

Using -ing instead of ed: Yesterday I am playing socce

Why does this might happen?

1. Lack of understanding of English tense rules

In English, -ed is used for past tense, but this rule is not intuitive—especially for students whose first language (like Spanish) doesn’t form the past tense the same way.

Example error: "Yesterday I am playing soccer."

Intended meaning: "Yesterday I played soccer."

They might understand the verb “play”, and that -ing shows an action, but they haven’t yet mastered how to express past actions in English.

Second example:

Word order transfer from Spanish:

Forming questions: How long you stay?

In Spanish, you might hear:

¿Cuánto tiempo te quedaste? (Literally: How much time you stayed?)

The structure is similar to the incorrect English version.

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Approximations

Four Transfer Types

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Negative

Cross-Language Transfer

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Four Transfer Types

Positive

Neutral

Negative

Partial

(Adapted from Spanish English Biliteracy Transfer-UC San Diego)

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Cross-Language Transfer

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Four Transfer Types

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Cross-Language Transfer

Partial

Neutral

Positive

Negative

Link to activity: https://wordwall.net/resource/95216877

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Four Transfer Types

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Cross-Language Transfer

Partial

Neutral

Positive

Negative

Link to activity: https://wordwall.net/resource/95216877

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Cross-language transfer explicit and strategically planned instruction to promote high order thinking and cross linguistic connections.

Cross-Language Transfer

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Transparent

Opaque

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Support and Teach Cross-Linguistic Connections with Targeted Strategies

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3-Step Plan for Supporting Cross-Linguistic Connections

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The depth of cross-language connections that can be planned depends greatly on the type of Bilingual or ESL program implemented in the district. Nonetheless, cross-language connections can be made in all programs. Today, we’ll review strategies that are possible across all program types, as well as a few that are more specific to Dual Language settings.

Access

Cross-Linguistic Connections Across Program Models

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What Feature to Focus on for Cross-Linguistic Connections

Align with Learning Goals and Standards/

Curriculum

Let Student Work and Data Guide What You Focus On

Connect to What Students Already Know

Choose Features That Boost Language and Content

1. Align with Learning Goals and Standards

Select features that directly support your lesson objectives, TEKS, ELPS, or WIDA standards.

🎯 Focus on the language forms students need for understanding and communicating content.

2. Let Student Work and Data Guide What You Focus On

Review student writing, classroom observations, and oral language use (qualitative).

Use assessment results, language proficiency levels, and screener data (quantitative).

📈 Let the data help you decide which features need reinforcement or instruction.

3. Connect to What Students Already Know

Focus on familiar content or language structures from students’ first language (L1).

Build on concepts encountered at home, in books, or classroom routines.

📚 Example: If they know “familia” in Spanish, connect it to “family” in English.

4. Choose Features That Boost Language and Content

Cognates (e.g., animal/animal)

Basic sentence structure (syntax)

Academic vocabulary

Question formation

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Cognate Walls & Activities

Cross-Linguistic Connections Targeted Strategies

1-2 minute Mini Lessons

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Explicit cognate instruction helps students see how their languages connect in predictable ways, boosting comprehension and writing.

Cognates are best taught in meaningful context.
Teach them about “false cognates”
Teach students to use context around text to make sense of terms

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Cognate Walls & Activities

Cognate Activity: Scanning

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Reading Strategy: Scanning

What it means: Quickly look over the text to find familiar words or patterns.
Why we do it: To activate background knowledge and build confidence before reading. To engage students in making cross-linguistic connections.
What to look for:

Words that look like English (cognates)
Names, numbers, or punctuation
Repeated or bolded words

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Cognate Walls & Activities

Cognate Activity: Scanning

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Es waren einmal drei Bären: Ein Bärenvater, eine Bärenmutter und ein Bärenbaby. Sie lebten gemeinsam in einem gelben Haus mit einem roten Dach inmitten eines großen Waldes.

Link to Audio

This is a short excerpt from a well-known story in English, written in German.

Before we listen to the story, take a moment to scan the text and look for any words that seem familiar.

Which words do you recognize?
Can you find any cognates—words that look or sound similar in English and German?

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Cognate Walls & Activities

Es waren einmal drei Bären: Ein Bärenvater, eine Bärenmutter und ein Bärenbaby. Sie lebten gemeinsam in einem gelben Haus mit einem roten Dach inmitten eines großen Waldes.

Cognates:

Bären → bears

Vater → father

Mutter → mother

Baby → baby

Haus → house

Cognate Activity: Scanning

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English

German

Create anchor Chart

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Cognate Walls

1-2 minute Mini Lessons

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Learning Strategy: Cognate Walls

What it is:

A teacher/student-created wall that highlights English-Spanish cognates

discovered during learning.

Why we do it:

To build cross-linguistic awareness, celebrate language connections,

and grow vocabulary in both languages.

What to look for:

-Words that look or sound similar in English and Spanish

-Cognates found in lessons, readings, or student ideas

-Rule-based patterns, like English words ending in -tion often

matching Spanish words ending in -ción (e.g., education →

educación)

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Cognate Walls

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Rule-Based

Patterns

Initial Lesson

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Cognate Walls

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Content-Based

Lessons

Interactive and Student

Created

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Cognate Walls & Activities

Cross-Linguistic Connections Targeted Strategies

1-2 minute Mini Lessons

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1-2 Minute Mini Lessons

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Learning Strategy: 1-2 minute Mini Lessons – Cross-Linguistic Connections

What it is:

A brief (1–2 minute) lesson that helps students connect academic concepts and vocabulary across English and Spanish, using shared meanings and structures.

Why we do it:

To support emergent bilinguals in making cross-linguistic connections, strengthen content understanding, and build academic vocabulary in both languages.

What to look for:

Quick comparisons of English and Spanish words (e.g., nation → nación)
Highlighting patterns like -ty in English becoming -dad in Spanish (e.g., activity → actividad)
Student participation in identifying or generating cognates
Conceptual connections like “physical characteristics” → “características físicas”
Student use of both languages to explain or describe concepts

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1-2 Mini Lessons

Math Story Problem:

Sofia is helping her teacher get ready for the school math fair. She is putting together equal groups of pencils, erasers, and rulers for each table.

She has 5 tables to set up.
Each table needs 8 pencils, 3 erasers, and 2 rulers.

How many pencils, erasers, and rulers does Sofia need in total?

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In this story problem, I would make connections to the language feature of Semantics and Cognates.

English

Spanish

Cognates

fair (event)

feria

fair (just)

justo

equal

iguales

total

Multiple-meaning words:

What does the word fair mean in this story problem?

Do you notice any cognates?

For instance, if a teacher during language arts is teaching about literary characters in Spanish she would write and say, características físicas (physical characteristics) in Spanish and then ask students ¿Cómo se dice características físicas en inglés? (How do you say características físicas in English?). The teacher would then write on the board the words in English and Spanish using a different color as a scaffold for students to differentiate the two languages. Moreover, the teacher can simultaneously conduct a 1-2 minute mini-lesson of analyzing and discussing all of the differences and similarities between those words in the two languages. So, just something as simple as that can help students build those cross-linguistic connections and increase their metabilingual awareness.

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Cognate Walls & Activities

Cross-Linguistic Connections Targeted Strategies

1-2 minute Mini Lessons

Bilingual Books

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Build a Classroom Environment that Embraces Linguistic Sustaining Practices

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3-Step Plan for Supporting Cross-Linguistic Connections

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Quote-Reflection

English Learners bring with them prior knowledge, experiences, and strengths related to language and learning that educators must find ways to identify and build upon.

-From Literacy Foundations for English Learners

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What is this quote saying, and what strengths do I see in my emergent bilinguals?

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Supporting Students’

Translanguaging

1

Strategic Grouping

Linguisitic Sustaining Practices

Preview-View-Review

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Translanguaging

Translanguaging is when EB students use their full linguistic resources, incorporating elements of their primary language into their secondary language or vice versa to make meaning of communication.

Example: A student reads a science text in English and discusses it in Spanish with a peer to clarify meaning.

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Strategic Grouping

When grouping EBs ensure that they have access to grade level content and language instruction.

Heterogenous grouping is a best practice.

Heterogeneous grouping means putting students with different abilities together in the same group.

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Strategic Grouping

Peer Learning

Authentic Communication

Support and Motivation

Diverse Strengths

Encourages

Collaboration

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Preview-View-Review

What is the Preview-View-Review Strategy?

It’s a three-step instructional approach designed to support Emergent Bilinguals in understanding academic content more effectively by leveraging their home language.

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Preview-View-Review

1. PREVIEW

🔹 Give students a short intro to the lesson in their home

language

🔹 Helps activate background knowledge & build context

🔹 Use summaries of text in home language, videos, or multilingual

websites

2. VIEW

🔹 Teach the main lesson in English

🔹 Incorporate visuals, gestures, and clear scaffolding

3. REVIEW

🔹 Wrap up key points again in students’ home language

🔹 Reinforces understanding & retention

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3-Step Plan for Supporting Cross-Linguistic Connections

Develop an Understanding of Cross-Language Transfer

Recognize how students use knowledge from one language to support learning in another. This includes the four types of transfer: positive, partial, neutral, and negative.

Support and Teach Cross-Linguistic Connections with Targeted Strategies

Use intentional strategies such as cognate charts, bilingual glossaries, bilingual texts, “The Bridge” instructional routines, or short 1–2-minute mini-lessons to support language development.

Build a Classroom Environment that Embraces Linguistic Sustaining Practices

Normalize the use of both languages through translanguaging, strategic grouping, and the Preview-View-Review strategy. Make both languages visible and valued.

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Follow Us on Social Media

@RegionOneEducationServiceCenter

@RegionOneESC

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Blanca Estela Villarreal/Specialist

blavillarreal@esc1.net

956-984-6238

Thank you so much for participating!

Emergent Bilingual Support Program