Though Mandarin Chinese dual language immersion (DLI) has been growing rapidly in the U.S., research on this population is still rare. This study explored cross-language transfer of expressive oral vocabulary knowledge and definition skills among students in a Chinese DLI program. We found significant within and cross-language relationships of aspects of definition skills and cross-language relationships between expressive vocabulary and definition skills. Hierarchical regression revealed strong predictive association within and across languages for definition skills. Moderation analysis revealed that Chinese vocabulary knowledge had a moderating effect on the transfer of the syntagmatic aspect of Chinese definition skill to the corresponding skill in English. Educational implications and research recommendations are discussed in relation to an expanding framework of cross-language transfer.
|Number of pages||15|
|Journal||International Journal of Bilingual Education and Bilingualism|
|State||Published - 2023|
Bibliographical noteFunding Information:
This work was supported by Royalty Research Fund (RRF), University of Washington [grant no FA191089].
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
- Definition skill
- cross-language transfer
- dual language immersion
- vocabulary knowledge
ASJC Scopus subject areas
- Language and Linguistics
- Linguistics and Language