QUESTION 1
1.1. In Importance of the Cognitive-Interactionist Theory in Language Acquisition
and Classroom Application:
The Cognitive-Interactionist Theory, range from the Interaction Hypothesis and the
Comprehensible Output Hypothesis, emphasizes that language acquisition occurs
through active engagement in meaningful interactions. Learners progress in their
language skills by engaging in conversations where they receive comprehensible input
and produce modified output. This theory is crucial in classrooms as it highlights the
importance of interaction for language learning. Teachers can facilitate language
acquisition by creating opportunities for students to engage in conversations, role-plays,
and activities that require negotiation of meaning. When providing feedback and
promoting communicative competence, teachers help learners develop both fluency and
accuracy in the target language.
1.2. Consider Cummins’ (1980) concept of common underlying proficiency (CUP)
and discuss the role of the first language in the acquisition of a second language.
Cummins’ Concept of Common Underlying Proficiency (CUP) and the Role of the First
Language (L1) in Second Language Acquisition: Cummins' Common Underlying
Proficiency (CUP) theory posits that there is a shared cognitive base underlying
proficiency in both languages a bilingual individual possesses. This common proficiency
allows transfer of skills, knowledge, and concepts between languages, particularly in
academic and literacy contexts. The first language (L1) plays a pivotal role as it provides
the foundation of language knowledge and cognitive skills that support the acquisition of a
second language (L2). Teachers can leverage students' L1 by acknowledging and valuing
their linguistic background. They can facilitate language transfer by making connections
between languages explicit, identifying similarities and differences, and using students' L1
as a resource for learning the L2. This approach not only supports language development
but also affirms learners' cultural identities and enhances their overall language
proficiency.
3
, 1.3. Explain how you would use the concept of common underlying proficiency
(CUP)
in your own language teaching practices.
Using the Concept of Common Underlying Proficiency (CUP) in Language Teaching
Practices: In language teaching, integrating Cummins' CUP involves recognizing and
capitalizing on the cognitive and linguistic skills that students bring from their L1 to
support their learning of an additional language. Here’s how this can be implemented:
Language Transfer: Encourage learners to identify similarities and differences between
their L1 and the L2.
Bilingual Resources: Use bilingual materials, texts, and multimedia that connect both
languages.
Cross-Linguistic Connections: Explicitly teach language structures and vocabulary that
facilitate transfer from L1 to L2.
Cultural Affirmation: Incorporate cultural elements and perspectives from students' L1 into
language lessons.
Instructional Strategies: Provide opportunities for meaningful interaction in both
languages, focusing on comprehension, negotiation of meaning, and production of
modified output.
3
1.1. In Importance of the Cognitive-Interactionist Theory in Language Acquisition
and Classroom Application:
The Cognitive-Interactionist Theory, range from the Interaction Hypothesis and the
Comprehensible Output Hypothesis, emphasizes that language acquisition occurs
through active engagement in meaningful interactions. Learners progress in their
language skills by engaging in conversations where they receive comprehensible input
and produce modified output. This theory is crucial in classrooms as it highlights the
importance of interaction for language learning. Teachers can facilitate language
acquisition by creating opportunities for students to engage in conversations, role-plays,
and activities that require negotiation of meaning. When providing feedback and
promoting communicative competence, teachers help learners develop both fluency and
accuracy in the target language.
1.2. Consider Cummins’ (1980) concept of common underlying proficiency (CUP)
and discuss the role of the first language in the acquisition of a second language.
Cummins’ Concept of Common Underlying Proficiency (CUP) and the Role of the First
Language (L1) in Second Language Acquisition: Cummins' Common Underlying
Proficiency (CUP) theory posits that there is a shared cognitive base underlying
proficiency in both languages a bilingual individual possesses. This common proficiency
allows transfer of skills, knowledge, and concepts between languages, particularly in
academic and literacy contexts. The first language (L1) plays a pivotal role as it provides
the foundation of language knowledge and cognitive skills that support the acquisition of a
second language (L2). Teachers can leverage students' L1 by acknowledging and valuing
their linguistic background. They can facilitate language transfer by making connections
between languages explicit, identifying similarities and differences, and using students' L1
as a resource for learning the L2. This approach not only supports language development
but also affirms learners' cultural identities and enhances their overall language
proficiency.
3
, 1.3. Explain how you would use the concept of common underlying proficiency
(CUP)
in your own language teaching practices.
Using the Concept of Common Underlying Proficiency (CUP) in Language Teaching
Practices: In language teaching, integrating Cummins' CUP involves recognizing and
capitalizing on the cognitive and linguistic skills that students bring from their L1 to
support their learning of an additional language. Here’s how this can be implemented:
Language Transfer: Encourage learners to identify similarities and differences between
their L1 and the L2.
Bilingual Resources: Use bilingual materials, texts, and multimedia that connect both
languages.
Cross-Linguistic Connections: Explicitly teach language structures and vocabulary that
facilitate transfer from L1 to L2.
Cultural Affirmation: Incorporate cultural elements and perspectives from students' L1 into
language lessons.
Instructional Strategies: Provide opportunities for meaningful interaction in both
languages, focusing on comprehension, negotiation of meaning, and production of
modified output.
3
