Learning Transfer in English as Additional Language: Literature Study on Teaching Mechanisms and Learning Conditions

Abstract

The present article explores effective teaching mechanisms and essential learning conditions considered to promote knowledge transfer in the context of English as an Additional Language (EAL). Two systematic literature searches were conducted—one which targeted teaching mechanisms and the other which aimed at learning conditions both reinforcing EAL knowledge transfer. From an early set of 281 articles derived from five selected academic databases, 40 met the inclusion criteria and, after the application of exclusion criteria, they were analyzed in depth. The Content and Language Integrated Learning (CLIL) approach appeared as an especially promising framework for EAL instruction, with Hugging and Bridging identified as pivotal teaching mechanisms assisting transfer. Learning conditions considered to strengthen transfer included authenticity, collaboration, and reflective practice. These findings are combined into an instructional design model for EAL transfer, with practical guidelines discussed for EAL classroom implementation.