Common underlying proficiency (CUP): interdependence of L1 and L2 academic language proficiency¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The common underlying proficiency (CUP) is Cummins's construct for the interdependence between L1 and L2 CALP. It derives from the fact that "L1 and L2 CALP tend to be strongly related to each other", so conceptual knowledge and language awareness can transfer across a student's two languages, and strong early-grade L1 literacy entails no adverse consequences for English. Cummins states these claims reflect an enormous amount of research data rather than theoretical speculation.

Design Implications¶

Context¶

Requirements¶

• Languages enrich each other if taught appropriately, e.g. by drawing students' attention to cognates and examples of powerful language use in both oral and written modes.

Constraints¶

Target Learners¶

• bilingual students in dual language or transitional bilingual programs

Target Learning Objectives¶

• biliteracy development and transfer of conceptual knowledge across languages

Claims¶

• L1 L2 Calp Interdependence No Adverse Consequences [+M]

Related Theories¶

• Cummins's BICS/CALP distinction: language proficiency divides into basic interpersonal communicative skills and cognitive/academic language proficiency

Examples¶

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Key Sources¶

• Cummins, J. (1999). BICS and CALP: Clarifying the Distinction. ERIC Document ED 438 551. https://eric.ed.gov/?id=ED438551