, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
QUESTION 1
1. Read the following scenario and answer the questions that follow:
1.1. Briefly explain Cummins' (1980) dual-iceberg representation of bilingual proficiency and
how it relates to Thabo's situation.
Cummins’ (1980) dual-iceberg representation of bilingual proficiency is a model that explains how
two languages are stored and processed in the brain. According to this model, the surface features of
a first language (L1) and a second language (L2) — such as pronunciation (phonology), grammar
(syntax), and vocabulary (lexicon) — are visually represented as two separate tips of an iceberg
(TMN3701, Study Guide, p. 33). These surface features appear distinct on the outside. However,
beneath the surface, both languages share a common underlying proficiency (CUP), depicted as the
large, interconnected base of the iceberg. This common underlying system means that cognitive and
academic skills, literacy strategies, and conceptual knowledge developed in the first language can be
transferred to the second language (TMN3701, Study Guide, p. 33).
In Thabo’s situation, this model is highly relevant. Thabo is proficient in reading and writing in his
Home Language, meaning he has already developed strong literacy skills and conceptual
understanding through his L1. According to Cummins, these skills are not language-specific but are
stored in the common underlying proficiency. Therefore, Thabo does not need to “relearn” complex
thinking or literacy from scratch in English. Instead, his struggle to express complex ideas in English
likely stems from a lack of surface-level English vocabulary and grammar (the visible part of the
iceberg), not from an inability to think or understand complex ideas. The dual-iceberg model
suggests that once Thabo receives sufficient exposure and scaffolding in English vocabulary and
sentence structures, he will be able to transfer his existing knowledge and cognitive skills from his
Home Language to English, using the common underlying proficiency as a bridge (TMN3701, Study
Guide, p. 33). His feeling of being overwhelmed can be addressed by teaching English in context,
drawing on his existing L1 knowledge, and explicitly helping him make connections between his
Home Language and English.
QUESTION 1
1. Read the following scenario and answer the questions that follow:
1.1. Briefly explain Cummins' (1980) dual-iceberg representation of bilingual proficiency and
how it relates to Thabo's situation.
Cummins’ (1980) dual-iceberg representation of bilingual proficiency is a model that explains how
two languages are stored and processed in the brain. According to this model, the surface features of
a first language (L1) and a second language (L2) — such as pronunciation (phonology), grammar
(syntax), and vocabulary (lexicon) — are visually represented as two separate tips of an iceberg
(TMN3701, Study Guide, p. 33). These surface features appear distinct on the outside. However,
beneath the surface, both languages share a common underlying proficiency (CUP), depicted as the
large, interconnected base of the iceberg. This common underlying system means that cognitive and
academic skills, literacy strategies, and conceptual knowledge developed in the first language can be
transferred to the second language (TMN3701, Study Guide, p. 33).
In Thabo’s situation, this model is highly relevant. Thabo is proficient in reading and writing in his
Home Language, meaning he has already developed strong literacy skills and conceptual
understanding through his L1. According to Cummins, these skills are not language-specific but are
stored in the common underlying proficiency. Therefore, Thabo does not need to “relearn” complex
thinking or literacy from scratch in English. Instead, his struggle to express complex ideas in English
likely stems from a lack of surface-level English vocabulary and grammar (the visible part of the
iceberg), not from an inability to think or understand complex ideas. The dual-iceberg model
suggests that once Thabo receives sufficient exposure and scaffolding in English vocabulary and
sentence structures, he will be able to transfer his existing knowledge and cognitive skills from his
Home Language to English, using the common underlying proficiency as a bridge (TMN3701, Study
Guide, p. 33). His feeling of being overwhelmed can be addressed by teaching English in context,
drawing on his existing L1 knowledge, and explicitly helping him make connections between his
Home Language and English.
