Teaching Two Targets: Cross-Linguistic Transfer and Pedagogical Decision-Making Among Dual-Language Graduate Instructors of Record

Abbas, N., Degani, T. and Prior, A. (2021) ‘Equal opportunity interference: Both L1 and L2 influence L3 morpho-syntactic processing’, Frontiers in Psychology, 12, 673535. DOI: 10.3389/fpsyg.2021.673535 Agoke, A. (2023) ‘Pedagogical processes and standard dialect use: Implications for creative multilingual interaction from a Yorùbá-language classroom in southwestern Nigeria’, The Modern Language Journal, 107(2), pp. 509–530. DOI: 10.1111/modl.12844 Ahmed, H. & Mahmood, S. (2024) ‘Focus on form, forms, or meaning in grammar instruction: A study of Pakistani university EFL teachers’ cognition and practices’, Language Learning in Higher Education, 14(2), pp. 435–462. DOI: 10.1515/cercles-2023-0047 Akanbi, O., Ganiu, O.S. and Sunday, E.A. (2022) ‘A workforce-centric line-balancing model for throughput maximization in multi-shift operations’, Shodhshauryam: International Scientific Refereed Research Journal, 5(3), pp. 439–464. DOI: 10.32628/SHISRRJ Akhigbe, R., Falemi, A. & Akin-Oluyomi, O.T. (2023) ‘A conceptual model for improving customer experience using workforce behavior and real-time operational data’, International Journal of Multidisciplinary Research and Growth Evaluation, 4(6), pp. 1322–1338. DOI: 10.54660/.IJMRGE.2023.4.6.1322-1338 Akhigbe, R., Falemi, A. & Akin-Oluyomi, O.T. (2024) ‘An advanced framework for technology adoption that supports employee readiness in modern organizations’, International Journal of Advanced Multidisciplinary Research and Studies, 4(1), pp. 1637–1659. DOI: 10.62225/2583049X.2024.4.1.5344 Akhigbe, R., Falemi, A. & Akin-Oluyomi, O.T. (2024) ‘An advanced framework for technology adoption that supports employee readiness in modern organizations’, International Journal of Advanced Multidisciplinary Research and Studies, 4(1), pp. 1637–1659. DOI: 10.62225/2583049X.2024.4.1.5344 Akin-Oluyomi, O.T. & Akhigbe, R. (2022) ‘A supply chain governance model for enhancing compliance and operational quality across retail networks’, International Journal of Multidisciplinary Research and Growth Evaluation, 3(6), pp. 860–878. DOI: 10.54660/.IJMRGE.2022.3.6.860-878 Akin-Oluyomi, O.T. & Akhigbe, R. (2023) ‘A conceptual supply chain leadership model for aligning logistics decisions with enterprise strategy’, International Journal of Advanced Multidisciplinary Research and Studies, 3(1), pp. 1725–1744. DOI: 10.62225/2583049X.2023.3.1.5340 Akin-Oluyomi, O.T. & Akhigbe, R. (2023) ‘An advanced framework for improving multi-site operational efficiency using data-driven performance indicators’, International Journal of Advanced Multidisciplinary Research and Studies, 3(1), pp. 1763–1781. DOI: 10.62225/2583049X.2023.3.1.5343 Ali, A.D. (2024) ‘Translanguaging in multilingual university classrooms: Effects on students’ language skills and perceptions’, Bilingual Research Journal, 47(2), pp. 186–210. DOI: 10.1080/15235882.2024.2336942 Almayez, M. (2022) ‘Translanguaging at a Saudi university: Discrepancy between English language teachers’ attitudes and self-reported pedagogical practices’, Asian-Pacific Journal of Second and Foreign Language Education, 7, 20. https://doi.org/10.1186/s40862-022-00148-3 (Springer) Aroge, M.G. & Makalela, L. (2024) ‘Effects of language policies of Nigeria and South Africa on linguistic diversity and classification of indigenous languages’, E-Journal of Humanities, Arts and Social Sciences, 5(13), pp. 2113–2122. DOI: 10.38159/ehass.20245138 Bailey, L.M., Lockary, K. & Higby, E. (2024) ‘Cross-linguistic influence in the bilingual lexicon: Evidence for ubiquitous facilitation and context-dependent interference effects on lexical processing’, Bilingualism: Language and Cognition, 27(3), pp. 495–514. DOI: 10.1017/S1366728923000597 Balogun, C.T. and Sabboh, G.M. (2021) ‘Psycho-sociological factors as determinants of juvenile delinquency among adolescents in junior secondary schools in Patani Local Government Area of Delta State, Nigeria’, International Journal of Academic Management Science Research, 5(10), pp. 34–40. Bardovi-Harlig, K. & Sprouse, R.A. (2017) ‘Negative versus positive transfer’, in Liontas, J.I. (ed.) The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: Wiley. DOI: 10.1002 /9781118784235.eelt0084 Bi, Y. & Tan, H. (2024) ‘Language transfer in L2 academic writings: A dependency grammar approach’, Frontiers in Psychology, 15, 1384629. DOI: 10.3389/fpsyg.2024.1384629 Bowden, J., Abdelzaher, E. & Essam, B.A. (2024) ‘Translanguaging and mobility in higher education institutions: Challenges and strategies’, in War, Mobility, Displacement and Their Impact on Higher Education. Bingley: Emerald Publishing. DOI: 10.1108/S2055- 364120240000055002 Breeze, R. (2021) ‘Predicting content proficiency through disciplinary-literacy variables in English-medium writing’, System, 97, 102463. DOI: 10.1016/j.system.2021.102463 Chang, S. (2022) ‘Chinese bilingual preservice teachers' reflections on translanguaging pedagogy: The need for critical language curricularization’, Foreign Language Annals, 55(4), pp. 1086–1108. https://doi.org/10.1111/flan.12654 (Wiley Online Library) Chang, S.-Y. (2021) ‘English medium instruction, English-enhanced instruction, or English without instruction: The affordances and constraints of linguistically responsive practices in the higher education classroom’, TESOL Quarterly, 55(4), pp. 1114–1135. DOI: 10.1002/tesq.3076 Charamba, E. (2023) ‘Translanguaging as bona fide practice in a multilingual South African science classroom’, International Review of Education, 69, pp. 31–50. DOI: 10.1007/s11159-023-09990-0 Dang, T.K.A., Bonar, G. & Yao, J. (2023) ‘Professional learning for educators teaching in English-medium instruction in higher education: A systematic review’, Teaching in Higher Education, 28(4), pp. 840–858. DOI: 10.1080/13562517.2020.1863350 Davin, K.J. (2022) ‘A sociocultural perspective: Seeking evidence of development in a PACE approach to grammar instruction’, Language Learning, 72(S1), pp. 165–202. DOI: 10.1111/lang.12473 Duarte, J. (2015) ‘Cross-linguistic transfer of academic language in multilingual adolescents’, in Peukert, H. (ed.) Transfer Effects in Multilingual Language Development. Amsterdam: John Benjamins. DOI: 10.1075/hsld.4.10dua Eun, B. (2023) ‘Teachers learning to teach: Professional development based on sociocultural theory for linguistically and culturally diverse classroom’, Professional Development in Education, 49(5), pp. 914–924. DOI: 10.1080/19415257.2021.1879224 Ezeani, P.T. & Sabboh, G.M. (2021) ‘Psychosocial predictors of the changing role of husbands as breadwinners in a depressed economy in Ibadan Metropolis, Oyo State, Nigeria’, British Journal of Education, Learning and Development Psychology, 4(2), pp. 31–42. https://doi.org/10.52589/BJELDP-ZU3KSUJU. (AB Journals) Ezeani, P.T., Ogu, C. & Sabboh, G.M. (2023) ‘Parental involvement as correlate of career decision-making among secondary school students in Oyo State, Nigeria’, British Journal of Multidisciplinary and Advanced Studies: Arts, Humanities and Social Sciences, 4(4), pp. 106–115. DOI: 10.37745/bjmas.2022.0260 Ezepue, E.I., Nwankwor, P.P., Chukwuemeka-Nworu, I.J., Ozioko, A.N., Egbe, C.O., Ujah, J., Nduka, C. & Edikpa, E.C. (2023) ‘Evaluating the local language dimensions for effective teaching and learning sustainability in the secondary education system in Southeast Nigeria: Results from a small-scale study’, Sustainability, 15(9), 7510. DOI: 10.3390/su15097510 Falemi, A., Akhigbe, R. & Akin-Oluyomi, O.T. (2020) ‘A conceptual supply chain talent development model for capability building across distributed operations’, International Journal of Multidisciplinary Research and Growth Evaluation, 1(5), pp. 439–456. DOI: 10.54660/.IJMRGE.2020.1.5.439-456 Falemi, A., Akhigbe, R. & Akin-Oluyomi, O.T. (2023) ‘A proposed framework for integrating employee retention systems with operational productivity metrics’, International Journal of Advanced Multidisciplinary Research and Studies, 3(1), pp. 1704–1724. DOI: 10.62225/2583049X.2023.3.1.5339 Falemi, A., Akhigbe, R. & Akin-Oluyomi, O.T. (2023) ‘A supply chain workforce optimization framework for addressing staffing volatility during rapid expansion cycles’, International Journal of Advanced Multidisciplinary Research and Studies, 3(1), pp. 1745–1762. DOI: 10.62225/2583049X.2023.3.1.5342 Falemi, A., Akhigbe, R. & Akin-Oluyomi, O.T. (2023) ‘A supply chain workforce optimization framework for addressing staffing volatility during rapid expansion cycles’, International Journal of Advanced Multidisciplinary Research and Studies, 3(1), pp. 1745–1762. DOI: 10.62225/2583049X.2023.3.1.5342 Falemi, A., Akhigbe, R. & Akin-Oluyomi, O.T. (2024) ‘A conceptual enterprise risk management model that integrates HR strategy with operational analytics’, International Journal of Multidisciplinary Research and Growth Evaluation, 5(6), pp. 1730–1753. DOI: 10.54660/.IJMRGE.2024.5.6.1730-1753 Haan, J. & Gallagher, C. (2022) ‘Situating linguistically responsive instruction in higher education contexts: Foundations for pedagogical, curricular, and institutional support’, TESOL Quarterly, 56(1), pp. 3–14. DOI: 10.1002/tesq.3087 Han, J. (2023) ‘Cross-linguistic influence: Bilingual EMI lecturers’ English and Chinese entwined’, in English Medium Instruction as a Local Practice, pp. 67–82. Cham: Springer. https://doi.org/10.1007/978-3-031-19904-2_5. Hao, H., Susono, H., Geng, X., Chen, L. & Yamada, M. (2023) ‘Effects of using the first principles of instruction in a content and language integrated learning class’, Asian- Pacific Journal of Second and Foreign Language Education, 8, 2. DOI: 10.1186/s40862- 022-00173-2 He, P. & Lo, Y.Y. (2024) ‘Exploring language teacher education through researcher-practitioner co-construction of differentiated instruction’, System, 127, 103540. DOI: 10.1016/j.system.2024.103540 Hoadley, U. (2006) ‘Analysing pedagogy: The problem of framing’, Journal of Education, 40, pp. 15–34. DOI: 10.17159/2520-9868/i40a01 Hughes, S. (2021) ‘The role of sociocultural theory in L2 empirical research’, Studies in Applied Linguistics and TESOL, 21(1), pp. 1–15. DOI: 10.52214/salt.v21i1.8394 Humble, S., Dixon, P., Gittins, L. & Counihan, C. (2024) ‘An investigation of the cross-language transfer of reading skills: Evidence from a study in Nigerian government primary schools’, Education Sciences, 14(3), 274. https://doi.org/10.3390/educsci14030274. Jiang, D., Chen, O., Han, Y. & Kalyuga, S. (2023) ‘Improving English language skills through learning mathematics content: From the expertise reversal effect perspective’, British Journal of Educational Psychology, 93(S2), pp. 386–401. DOI: 10.1111/bjep.12596 Kart, A., Groß Ophoff, J. & Pham Xuan, R. (2023) ‘Pre-service teachers’ attitudes about teaching and learning in multilingual classrooms: Insights from the Austrian-wide summer school programme in 2021’, Language, Culture and Curriculum, 36(3), pp. 276– 292. DOI: 10.1080/07908318.2022.2138426 Kim, Y.-S.G., Stern, J., Mohohlwane, N. & Taylor, S. (2024) ‘Instruction influences cross- language transfer of reading skills: Evidence from a longitudinal randomized controlled trial’, Reading and Writing, 38, pp. 171–194. DOI: 10.1007/s11145-023-10508-1 Kim, Y.-S.G., Wolters, A., Mercado, J. & Quinn, J. (2022) ‘Crosslinguistic transfer of higher- order cognitive skills and their roles in writing for English-Spanish dual language learners’, Journal of Educational Psychology, 114(1), pp. 1–15. https://doi.org/10.1037/edu0000516. (PubMed Central ) Liu, D., Deng, Y. & Wimpenny, K. (2024) ‘Students’ perceptions and experiences of translanguaging pedagogy in teaching English for academic purposes in China’, Teaching in Higher Education, 29(5), pp. 1234–1252. DOI: 10.1080/13562517.2022.2129961 Livingston, C., Dippenaar, H., Mashiyi, N., Anker, J. & Simon, E. (2022) ‘Integration of Language across the Curriculum and Disciplinary Literacy (DL) at a Faculty of Education: A needs analysis’, Per Linguam, 38(1), pp. 102–117. DOI: 10.5785/38-1-991 Macaro, E. (2021) ‘The profiles of English medium instruction teachers in higher education’, International Journal of Applied Linguistics, 31(3), pp. 458–474. DOI: 10.1111/ijal.12344 Marks, R.A., Labotka, D., Sun, X., Nickerson, N., Zhang, K., Eggleston, R.L., Yu, C.-L., Uchikoshi, Y., Hoeft, F. & Kovelman, I. (2023) ‘Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals’, Bilingualism: Language and Cognition, 26(2), pp. 268–283. DOI: 10.1017/S1366728922000517 Marshall, S., Moore, D. & Himeta, M. (2021) ‘French-medium instruction in Anglophone Canadian higher education: The plurilingual complexity of students and their instructors’, Canadian Journal of Applied Linguistics, 24(1), pp. 181–204. https://doi.org/10.37213/cjal.2021.29345 (Centre for Digital Scholarship) Mazzaggio, G. & Stateva, P. (2024) ‘Negative pragmatic transfer in bilinguals: Cross-linguistic influence in the acquisition of quantifiers’, Journal of Psycholinguistic Research, 53, 67. DOI: 10.1007/s10936-024-10101-9 Mbirimi-Hungwe, V. (2021) ‘Translanguaging as an act of emancipation: Rethinking assessment tools in multilingual pedagogy in South Africa’, Per Linguam, 37(1), pp. 97–111. DOI: 10.5785/37-1-930 Melese, S. (2022) ‘Teacher educators’ self-efficacy and perceived practices of differentiated instruction in Ethiopian primary teacher education programs: Teacher education colleges in Amhara Regional State in focus’, Cogent Education, 9(1), 2018909. DOI: 10.1080/2331186X.2021.2018909 Milovanović, J. (2023) ‘Cross-linguistic influence of L2 on comprehension of L1 academic vocabulary’, Philologia Mediana, 15, pp. 471–480. DOI: 10.46630/phm.15.2023.33 Mkhize, D.N. (2023) ‘Reconceptualising the notion of cross-linguistic transfer in multilingual spaces: A Global South perspective from South Africa’, Language Sciences, 100, 101573. https://doi.org/10.1016/j.langsci.2023.101573. (ScienceDirect) Mpofu, N. & Maphalala, M.C. (2024) ‘South African content teachers’ experiences: Integrating English across the curriculum as a continuous professional development practice’, in Ballinger, S., Fielding, R. & Tedick, D.J. (eds.) Teacher Development for Content-Based Language Education: International Perspectives. Bristol: Multilingual Matters, pp. 190– 213. DOI: 10.21832/9781800410602-013 Mpofu, N. (2024) ‘The implementation of English across the curriculum: An exploratory study of how South African educators teach writing in History lessons’, TESOL Journal, 15(1), e748. DOI: 10.1002/tesj.748 Munyaradzi, J. & Manyike, T.V. (2022) ‘Perceptions of lecturers on English as a primary medium of instruction at a selected university in South Africa’, Journal for Language Teaching, 56(1), pp. 1–22. https://doi.org/10.56285/jltVol56iss1a5414 (SUNJournals) Nimram, D.N., Onwochei, M.O., Nimram, M.D. & Zingdul, T.K. (2024) ‘An analysis of the production of the diphthong [ʊə] in Nigerian English’, International Journal of Arts and Humanities, 1(1), pp. 40–46. DOI: 10.61424/ijah.v1i1.53 Nwokolo, C. (2020) ‘Perceptions of lecturers on ESP and academic proficiency in Nigerian universities’, Scholars International Journal of Linguistics and Literature, 3(11), pp. 284– 292. DOI: 10.36348/sijll.2020.v03i11.001 Obasi, J.C. (2024) ‘Effects of bilingualism on the cognitive development of selected Nigerian university undergraduates’, Southern African Linguistics and Applied Language Studies, 42(4), pp. 572–584. https://doi.org/10.2989/16073614.2024.2334337 (Taylor & Francis Online) Ohunyon, G., Ayinde, M. & Ojukwu, P.U. (2023) ‘The impact of multidisciplinary collaboration on patient outcomes in emergency departments’, International Journal of Advanced Multidisciplinary Research and Studies, 3(6), pp. 2727–2741. DOI: 10.62225/2583049X.2023.3.6.6029 Olorunkosebi, M.T., Ayinde, M.K. & Kofi, G. (2023) ‘Integrating artificial intelligence and advanced biosensors for rapid and sensitive detection of antimicrobial-resistant foodborne pathogens’, Journal of Advances in Microbiology Research, 4(2), pp. 175– 182. Oloruntoba-Oju, T. & van Pinxteren, B. (2023) ‘Issues in introducing indigenous languages in higher education in Africa: The example of Nigeria’, Language Problems and Language Planning, 47(1), pp. 1–23. https://doi.org/10.1075/lplp.22005.olo (Benjamins) Omidire, M.F. (2020) ‘Derived knowledge and lived experiences of teachers working in resource-constrained multilingual classrooms’, Teacher Education through Flexible Learning in Africa, 2(1). DOI: 10.35293/tetfle.v2i1.92 Onche, V.O., Adenekan, E.T. & Sabboh, G.M. (2021) ‘Influence of personal and professional attributes of secretaries on organisational success of universities in Oyo State, Nigeria’, International Journal of Science Academic Research, 2(4), pp. 1355–1359. Papaja, K. (2023) ‘Content and Language Integrated Learning in European higher education’, Multidisciplinary Journal of School Education, 12(1), pp. 251–273. DOI: 10.35765/mjse.2023.1223.11 Qiu, X., Lo, Y.Y. & Teng, X. (2022) ‘Development of L2 disciplinary literacy: A multidimensional analysis’, System, 110, 102907. DOI: 10.1016/j.system.2022.102907 Reilly, C., Costley, T., Gibson, H. & Kula, N.C. (2024) ‘The multilingual university: Language ideology, hidden policies and language practices in Malawian universities’, Language, Culture and Curriculum, 37(2), pp. 213–229. DOI: 10.1080/07908318.2024.2303686 Requena, P.E. & Berry, G.M. (2021) ‘Cross-linguistic influence in L1 processing of morphosyntactic variation: Evidence from L2 learners’, Applied Psycholinguistics, 42(1), pp. 153–180. DOI: 10.1017/S0142716420000685 Robertson, S.-A. & Graven, M. (2020) ‘Language as an including or excluding factor in mathematics teaching and learning’, Mathematics Education Research Journal, 32, pp. 77–101. DOI: 10.1007/s13394-019-00302-0 Ruiz-Madrid, N. & Fortanet-Gómez, I. (2023) ‘Integrating content and language in higher education’, System, 115, 103073. DOI: 10.1016/j.system.2023.103073 Sabboh, G.M. & Alausa, S.S. (2021) ‘School climate, self-efficacy, social media and peer pressure as correlates of aggressive behaviour among secondary school adolescents in Ibadan Metropolis, Oyo State, Nigeria’, International Journal of Academic Management Science Research, 5(11), pp. 43–51. Sabboh, G.M. & Ojo, Y. (2023) ‘Influence of peer approval seeking, socio-economic status and locus of control on academic self-handicapping behaviour of undergraduates in Oyo State, Nigeria’, British Journal of Multidisciplinary and Advanced Studies: Education, Learning, Training & Development, 4(4), pp. 98–112. DOI: 10.37745/bjmas.2022.0261 Sabboh, G.M. & Olugbade, D. (2021) ‘Influence of teaching styles and parental bonding on academic boredom among undergraduates in Oyo State, Nigeria’, African Journal of Social Sciences and Humanities Research, 4(1), pp. 122–133. DOI: 10.52589/AJSSHR- H7SIXIJN Sabboh, G.M. (2021) ‘Psychosocial factors as predictors of moral disengagement among in- school adolescents in Ibadan Metropolis’, International Journal of Academic Information Systems Research, 5(10), pp. 1–7. Saeedian, S. & Ghaderi, A. (2023) ‘Scenario-based classroom context mode: Reshaping non- native teachers’ decision-making and pedagogical reasoning’, Asian-Pacific Journal of Second and Foreign Language Education, 8, 36. DOI: 10.1186/s40862-023-00208-2 Sarker, F., Rahman, M.M. & Hossain, M.A. (2023) ‘Translanguaging in higher education: Exploring interactional spaces for meaning-making in the multilingual universities of Pakistan’, International Journal of Bilingual Education and Bilingualism, 26(4), pp. 514– 527. https://doi.org/10.1080/13670050.2022.2124842 (Taylor & Francis Online) Sevinç, Y. (2022) ‘The impact of teacher professional development on teacher cognition and multilingual teaching practices’, International Journal of Multilingualism, 19(4), pp. 711– 727. DOI: 10.1080/14790718.2022.2107648 Soruç, A., Yuksel, D., Horzum, B., McKinley, J. & Rose, H. (2024) ‘Linguistic and non- linguistic factors impacting EMI academic success: A longitudinal study’, Higher Education, 88, pp. 1947–1968. DOI: 10.1007/s10734-024-01195-0 Tai, K.W.H. (2022) ‘Translanguaging as inclusive pedagogical practices in English-medium instruction science and mathematics classrooms for linguistically and culturally diverse students’, Research in Science Education, 52, pp. 975–1012. DOI: 10.1007/s11165-021- 10018-6 Taibat, D.B., Olajide, S.S. & Olatorera, O.M. (2023) ‘Effect of bilingual instruction mode on pre-service integrated science teachers’ cognitive and practical skill achievements in ecology’, Journal of Educational Sciences, 7(2), pp. 122–133. DOI: 10.31258/jes.7.2.p.122-133 Ugwuona, C. (2020) ‘Linguistic borrowing and translanguaging in multicultural Obollo speech community, southeastern Nigeria’, SAGE Open, 10, pp. 1–10. DOI: 10.1177/2158244020929312 Vaish, V. (2021) ‘Linguistic distance and translanguaging: Teaching Malay-English bilingual learners’, Asia Pacific Journal of Education, 41(4), pp. 713–727. https://doi.org/10.1080/02188791.2021.1997708. (Taylor & Francis Online) van Dijk, C. & Unsworth, S. (2023) ‘On the relation between cross-linguistic influence, between- language priming and language proficiency: Priming of ungrammatical adjective placement in bilingual Spanish-Dutch and French-Dutch children’, Open Mind, 7, pp. 732–756. DOI: 10.1162/opmi_a_00105 Walsh, L.L., Jia, Z. & Vernon, J. (2020) ‘A professional development activity to better support international graduate teaching assistants in evaluating scientific writing’, Journal of Microbiology & Biology Education, 21(1), 21.1.11. DOI: 10.1128/jmbe.v21i1.1959 Wildsmith-Cromarty, R., Reyneke, M., Kaiser, K. & Dlavane, D. (2022) ‘A multilingual pedagogies initiative in higher education’, Language, Culture and Curriculum, 35(3), pp. 240–260. DOI: 10.1080/07908318.2022.2041028 Woll, N. (2018) ‘Investigating dimensions of metalinguistic awareness: What think-aloud protocols revealed about the cognitive processes involved in positive transfer from L2 to L3’, Language Awareness, 27(1–2), pp. 167–185. DOI: 10.1080/09658416.2018.1432057 Yusuf, A.O., Sabboh, G.M. & Asiyanbi, M. (2023) ‘Correlates of academic buoyancy among undergraduates in the Ibadan Metropolis’, International Journal of Academic Information Systems Research, 7(1), pp. 1–10.