Two of the most important educational goals are to promote transfer and to secure the retention of learning, retention requires that students remember what they have learned, whereas transfer requires students not only to remember but also to make sense of and be able to use what they have learned. (Anderson & Krathwohl, 2001)
Cross-linguistic transfer necessitates planning and organizing instruction explicitly and systematically. Lessons need to reflect appropriate grade-level standards, and follow a coherent scope and sequence at each grade and across grade levels.
Most of all, teaching of transfer requires the strategic use of some of both languages to coexist during instruction. Teachers facilitate the purposeful engagement of students as they compare and contrast the linguistic features of each language.
It is precisely this engagement and negotiation of the two language systems that enhances students metalinguistic and metacognitive skills resulting in the development of biliteracy.