MTEL English as a Second Language (ESL) (54) Practice Test

James Cummins' theory of Common Underlying Proficiency (CUP) posits that skills acquired in a learner's first language can be transferred to their second language. This transfer enables learners to utilize their existing knowledge and skills when engaging with the second language, particularly in academic contexts.

In the scenario where an English language learner (ELL) who has knowledge of an academic concept in their first language quickly introduces it in English, it highlights this transferability of knowledge. The ELL capitalizes on their proficiency in a specific subject area from their first language, demonstrating that their understanding of the concept is not language-dependent but can be expressed in a new linguistic context. This reflects the core idea of CUP, where underlying skills in one language support and enhance proficiency in another.

Other situations, while relevant to language learning, do not effectively illustrate this transfer of knowledge across languages. For instance, discussing a math concept in both languages indicates proficiency but does not specifically demonstrate the transfer of underlying knowledge. Struggling with basic vocabulary in the first language points to a lack of foundational skills that hampers the ability to transfer skills. Simplifying ideas in English shows effective communication but does not directly demonstrate the concept of knowledge transfer as outlined in the CUP theory.