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It provides guidance for teachers to identify points of positive and negative transfer by comparing students’ errors against transfer charts. The section highlights English transfer issues between English and six common learner languages, while encouraging additional district resources for other languages, updates, and future publications.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/using-the-language-transfer-supports-language-transfer-supports/565007/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/using-the-language-transfer-supports-language-transfer-supports/565007.png","ImageObject",442,249,{"name":88,"@type":89},"moss~","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-28","2026-10-12",true,{"@type":98,"interactionType":99,"userInteractionCount":79},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"How does a student’s first language affect learning English?","Question",{"text":108,"@type":109},"Students can use home-language experience to accelerate learning of similar skills in English, or to detour learning when structures differ. Their understanding of first-language sound-to-word and word-to-meaning relationships shapes how they acquire English.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How can teachers use the language transfer charts in instruction?",{"text":113,"@type":109},"Teachers can compare students’ errors to the transfer errors shown in the charts to understand why errors occur and design targeted instruction. The charts also support encouraging students to share how English parallels or differs from their home languages.",{"name":115,"@type":106,"acceptedAnswer":116},"What do the language structure and phonics transfer charts focus on?",{"text":117,"@type":109},"The language structure chart identifies grammar differences to locate points of negative transfer. The phonics transfer chart compares English sounds with the same six languages to determine which sounds are already known and which are new, guiding focused practice.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},565007,1792501652,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":79,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":40,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":140},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Using the Language Transfer Supports  \nIntroduction to Language Transfer Issues  \nEnglish learners arrive at the doors of our schools from many different countries and every walk  \nof life. With them, they bring a wealth of linguistic and cultural diversity that transforms the  \nsimplest classroom into a unique cultural experience.  \nRegardless of previous educational experiences, second-language learners have a developed sense  \nof how language operates. Through home-language experiences, they understand how sounds combine to form words and how words combine to convey meaning, sense, and ideas. Students’  \nunderstanding of their first language serves sometimes to accelerate and other times to detour  \ntheir acquisition of similar skills in English.  \nWhen you learn to identify and capitalize on students’ existing language skills, you use positive  \ntransfer to accelerate progress. For example, you can use explicit instruction to develop  \npronunciation skills by explaining how sounds are the same or approximate. Once you know which grammatical structures transfer negatively to academic English conventions, you can adjust  \ninstruction to provide maximum reinforcement for skills lessons on these structures.  \nThe charts on the following pages address language transfer issues between English and six of the  \nmost common languages spoken by English learners in U.S. schools.  \ns 4HE Language Structure Transfer Chart explains grammar differences between English  \nand six other languages to identify points of negative transfer. Compare students’ errors to  \nthe transfer errors on the chart. This will help you understand why the error is occurring  \nso that you can design appropriate instruction. You may also wish to encourage students to  \nidentify and share ways in which English parallels or differs from their own home languages.  \ns 4HE Phonics Transfer Chart compares the sounds of English to those of the same six  \nlanguages. As you work with students to teach phonics or develop pronunciation skills, use  \nthe chart to identify which sounds students may already know and which are new. In your  \ninstruction, devote particular practice to sounds that do not exist, or exist with different  \nsymbols, in students’ primary languages.  \nWe recognize that more than 150 languages are spoken by English learners in our schools. We  \nhope this section, though it addresses just six languages, is a good start on the transfer issues  \ninvolved in the education of our English learners. For languages other than those shown in the  \ncharts, make use of the resources in your district (including community volunteers, district language translators, and in-class primary language support) to identify the points of positive and  \nnegative transfer for your students.  \nTransfer Charts  \nThe following charts are designed to help teachers locate potential transfer issues in a simple,  \npractical way. We recognize that language structures and pronunciation can vary based upon  \nmultiple factors, including region, dialect, and even sociological issues. For this reason, we have  \nenlisted the aid of the following language consultants, educators, linguists, and phonologists to compile and review information about each of the six target languages. We gratefully acknowledge  \ntheir assistance and appreciate the contributions they made to the compilation of the Transfer  \nCharts. We especially acknowledge the assistance of OMA Graphics, Inc., in Fremont, California,  \nin locating language consultants throughout the United States.  \nIn a few cases, the language consultants were unable to reach a consensus on specific items. The  \nresulting charts show our best attempt to reconcile the information in a clear and consistent  \nfashion. We welcome additional input and suggestions that will assist us in updating this  \ninformation and in adding information for other languages in future publications.  \n© NGSP & HB  \nUsing the Language Transfer Supports  \nCantonese Langua","cbCaicnAkuJNjZ4I","https://ap.wps.com/l/cbCaicnAkuJNjZ4I","pdf",180527,"English","# Using the Language Transfer Supports\n## Introduction to Language Transfer Issues\n## Transfer Charts\n## Language Structure Transfer Chart\n## Phonics Transfer Chart\n## Acknowledgments and Consultants","[{\"question\":\"How does a student’s first language affect learning English?\",\"answer\":\"Students can use home-language experience to accelerate learning of similar skills in English, or to detour learning when structures differ. Their understanding of first-language sound-to-word and word-to-meaning relationships shapes how they acquire English.\"},{\"question\":\"How can teachers use the language transfer charts in instruction?\",\"answer\":\"Teachers can compare students’ errors to the transfer errors shown in the charts to understand why errors occur and design targeted instruction. The charts also support encouraging students to share how English parallels or differs from their home languages.\"},{\"question\":\"What do the language structure and phonics transfer charts focus on?\",\"answer\":\"The language structure chart identifies grammar differences to locate points of negative transfer. The phonics transfer chart compares English sounds with the same six languages to determine which sounds are already known and which are new, guiding focused practice.\"}]","Using the Language Transfer Supports - Language Transfer Supports | PDF",1791845691,6]