Cross-language transfer (CLT) studies have shifted their narrow focus from merely linguistic to a much broader perspective which sets the premium on the contribution of the non-linguistic factors of the first language to the development of the second language, particularly in the reading skill. Despite such advancement in theory, a fairly large number of reading studies in this line of inquiry tend to be heavily relied on cognitive and linguistic transfer from L1 to L2 and do not further extend, in consequence, the scope of CLT to integrate affective considerations into their framework. Employing a critical content analysis of the available literature, the chapter primarily addresses the particularities of developing L1-L2 literacy in the context of Iran and then moves on to elaborate the dual nature of language proficiency alongside the relationship of languages in one mind with a reference to some seminal work such as Cummins’ (Rev Edu Res 49:222–251, 1979) basic interpersonal communicative skills (BICS), cognitive academic language proficiency (CALP), and linguistic interdependence hypothesis (LIH) and Cook’s (Lang Learn 42:557, 1992) notion of multi-competence. On the bases of the critical review of the literature on L1-L2 reading, we lean, in consequence, towards a novel proposal that not only reaffirms the long-established interdependence of reading across languages, but also elevates the construct of interdependence to one which integrates affective variables that moderate the relationship between L1 and L2 reading. The chapter concludes by offering a more rigorous framework for future direction of CLT studies which includes linguistic, cognitive and, of course affective variables into consideration and finally a number of practical suggestions for L1 reading teachers.
