Transfer of Cognitive Academic Competence and L2 Reading in a Rural Zimbabwean Primary School

Evidence for transfer of academic competence between Shona and English was examined to determine when instruction in L2 reading should begin for native Shona speakers. Third-, fourth-, and fifthgrade children attending a rural Zimbabwean primary school participated in the study. The children, who were receiving reading instruction both in Shona and in English, were randomly assigned to take one of four vocabulary tests. The tests, designed to examine the transfer of academic competence, measured the effects of language (Shona or English), translation (original or translation), and grade level. Analysis of the data indicated that with the exception of the fifth graders, there was little evidence of transfer of language skills between languages. The results suggest that these children might benefit from a delay in the introduction of L2 reading. The data are consistent with Cummins's (1985) transfer threshold hypothesis and may explain the inefficiency of L2 reading instruction. However, since the data reported in this study are drawn from a single case of a single rural primary school, the conclusions must be regarded as tentative and subject to replication.