A lect-inclusive perspective on transfer

Contrastive analysis normally focuses on negative transfer and the rather fraught notion of standard language tends to fall short in its ability explain transfer, whether or positive. The that learners actually speak is another source downplay ignore nonstandard varieties, lects, leave out a crucial variable learning process. This paper calls for lect-inclusive perspective transfer: one recognizes as function more variables than contrastive two languages likely turn up. upshot there room positive via processing instruction when lect accounted for. exemplified by critique Smith’s (2001) English Modern Standard Arabic. In case Arabic speakers, lects and/or non-Arabic L1 L2 can facilitate learning. Lect inclusivity complements language, enabling teachers draw upon their students’ support open up underutilized unrecognized avenues areas covered Smith (viz., phonology, orthography pronunciation, grammar, vocabulary, culture).