TMN3701 Assignment 1
(COMPLETE ANSWERS) 2026 -
DUE 28 May 2026
FOR ASSISTANCE CONTACT
EMAIL:
, QUESTION 1 (30)
1.1 Cummins’ dual-iceberg representation of bilingual proficiency and Thabo’s situation (10)
Jim Cummins (1980) developed the dual-iceberg representation of bilingual proficiency to explain how
two languages operate in bilingual individuals. According to this theory, although languages may appear
separate on the surface, they share a common underlying cognitive system underneath.
The top part of the iceberg represents the visible features of each language, such as vocabulary,
pronunciation and grammar. These may appear different in the learner’s home language and in English.
However, beneath the surface lies the Common Underlying Proficiency (CUP), which includes cognitive
and literacy skills that support both languages.
This theory relates directly to Thabo’s situation. Although he struggles to express himself fully in English,
he already possesses strong literacy skills in his home language. His ability to read, write, understand
stories and think critically in his home language forms part of the shared underlying proficiency. These
skills can transfer to English learning over time.
Thabo’s difficulty is therefore not a lack of intelligence or literacy ability, but rather limited English
vocabulary and exposure. His teacher should recognise that the cognitive skills he developed in his home
language can support his English First Additional Language (EFAL) learning. Cummins’ theory suggests
that strengthening the home language can also strengthen second-language acquisition.
1.2 Using the Common Underlying Proficiency (CUP) to transfer literacy skills (12)
The Common Underlying Proficiency (CUP) suggests that literacy skills learned in one language can
transfer to another language. Thabo’s teacher can therefore build on the skills he already has in his
home language to support his English learning.
Predicting
Thabo may already know how to predict events in a story when reading in his home language. The
teacher can activate this skill during EFAL lessons by asking him to look at English story titles, pictures or
headings and predict what the story will be about.
For example, before reading an English story about animals, the teacher can ask:
“What do you think will happen in the story?”
“Who do you think the main character will be?”
Although the vocabulary is new, the thinking skill of prediction is already familiar to Thabo. The teacher
can also allow him to discuss predictions briefly in his home language before responding in English. This
supports confidence and comprehension.
Summarising
(COMPLETE ANSWERS) 2026 -
DUE 28 May 2026
FOR ASSISTANCE CONTACT
EMAIL:
, QUESTION 1 (30)
1.1 Cummins’ dual-iceberg representation of bilingual proficiency and Thabo’s situation (10)
Jim Cummins (1980) developed the dual-iceberg representation of bilingual proficiency to explain how
two languages operate in bilingual individuals. According to this theory, although languages may appear
separate on the surface, they share a common underlying cognitive system underneath.
The top part of the iceberg represents the visible features of each language, such as vocabulary,
pronunciation and grammar. These may appear different in the learner’s home language and in English.
However, beneath the surface lies the Common Underlying Proficiency (CUP), which includes cognitive
and literacy skills that support both languages.
This theory relates directly to Thabo’s situation. Although he struggles to express himself fully in English,
he already possesses strong literacy skills in his home language. His ability to read, write, understand
stories and think critically in his home language forms part of the shared underlying proficiency. These
skills can transfer to English learning over time.
Thabo’s difficulty is therefore not a lack of intelligence or literacy ability, but rather limited English
vocabulary and exposure. His teacher should recognise that the cognitive skills he developed in his home
language can support his English First Additional Language (EFAL) learning. Cummins’ theory suggests
that strengthening the home language can also strengthen second-language acquisition.
1.2 Using the Common Underlying Proficiency (CUP) to transfer literacy skills (12)
The Common Underlying Proficiency (CUP) suggests that literacy skills learned in one language can
transfer to another language. Thabo’s teacher can therefore build on the skills he already has in his
home language to support his English learning.
Predicting
Thabo may already know how to predict events in a story when reading in his home language. The
teacher can activate this skill during EFAL lessons by asking him to look at English story titles, pictures or
headings and predict what the story will be about.
For example, before reading an English story about animals, the teacher can ask:
“What do you think will happen in the story?”
“Who do you think the main character will be?”
Although the vocabulary is new, the thinking skill of prediction is already familiar to Thabo. The teacher
can also allow him to discuss predictions briefly in his home language before responding in English. This
supports confidence and comprehension.
Summarising
