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Rethinking the Linguistic Threshold Hypothesis: Modeling the Linguistic Threshold among young Spanish–English Bilinguals

Published online by Cambridge University Press:  15 June 2016

ERIKA FEINAUER ,
KENDRA M. HALL-KENYON  and
KIMBERLEE C. EVERSON
ERIKA FEINAUER*
Affiliation:
Brigham Young University
KENDRA M. HALL-KENYON
Affiliation:
Brigham Young University
KIMBERLEE C. EVERSON
Affiliation:
Western Kentucky University
*
Address for correspondence: Dr. Erika Feinauer, Brigham Young University, 206K MCKB, Provo, UT 84602, Erika_feinauer@byu.edu
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Abstract

This study uses a discontinuous-linear regression methodological approach to test the Linguistic Threshold Hypothesis (LTH). Specifically, we investigate the following hypotheses: (1) the rate of transfer of literacy skills from L1 to L2 is a function of L2 oral language ability, (2) the rate of transfer from L1 to L2 accelerates when students cross a specified threshold(s) of L2 language oral ability, and (3) discontinuous change-point regression models fit the data better than linear regression interaction models. Across literacy skills, discontinuous change-point regression models revealed levels of L2 oral language at which transfer from L1 to L2 literacy was maximized, suggesting that the relationship between L2 language and cross-linguistic transfer is not constant for the young Spanish–English bilinguals in our study. Further, discontinuous change-point regression models fit the data better than linear interaction models, suggesting the importance of using models that better match the theoretical assumptions underpinning the LTH.

Keywords

linguistic threshold hypothesiscross-language transferbilingualismliteracy
Type
Research Article
Information
Bilingualism: Language and Cognition , Volume 20 , Issue 5 , November 2017 , pp. 886 - 902
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Copyright
Copyright © Cambridge University Press 2016 

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