According to Cummins' CUP model, what is true about ELLs' cognitive academic skills?

According to Cummins' CUP model, what is true about ELLs' cognitive academic skills?

• A. They only exist in their second language
• B. They are only useful in their native language
• C. They are accessible in both L1 and L2
• D. They develop in isolation from both languages

Answer: (C)

Cummins' Common Underlying Proficiency (CUP) model suggests that cognitive academic skills are interconnected and can be accessed in both a student's first language (L1) and second language (L2). This model posits that skills learned in one language contribute to the ability to learn and use skills in another language. Therefore, an English Language Learner (ELL) can draw upon their cognitive skills developed in their native language when engaging with the second language. This understanding promotes the idea that bilingual students can benefit academically from their proficiency in both languages, allowing for greater access to knowledge and educational resources across different contexts.

Cummins' Common Underlying Proficiency (CUP) model suggests that cognitive academic skills are interconnected and can be accessed in both a student's first language (L1) and second language (L2). This model posits that skills learned in one language contribute to the ability to learn and use skills in another language. Therefore, an English Language Learner (ELL) can draw upon their cognitive skills developed in their native language when engaging with the second language. This understanding promotes the idea that bilingual students can benefit academically from their proficiency in both languages, allowing for greater access to knowledge and educational resources across different contexts.