UNDERSTANDING THE ROLE OF TRANSLANGUAGING IN L2 ACQUISITION: Applying Cummins’ CUP Model

Ameer Ali

doi:10.37301/culingua.v2i1.10

Abstract

The current research paper deals with the strategy of translanguaging using Jim Cummins’ Common Underlying Proficiency Model (1991). This research has made use of descriptive, explanatory designs to interpret the observations of a language class following the CUP Model (Cummins, 1991). Moreover, this research is qualitative in its approach, as it systematically answers the research questions. However, much focus has been paid to the monolingual education system in Pakistan, but the strategy of translanguaging has hardly attracted any wide range of research attention; so, the current research aims to fill up the research gap by highlighting the role of translanguaging in the acquisition of the second language. Finally, the research assignment has concluded rightly that translanguaging plays a very important role in acquiring the English language (L2) by drawing upon the learners’ ‘common underlying proficiency’ (Cummins, 1991).

Highlights

IntroductionThe roots of translanguaging lie in the Welsh bilingual education system
The roots of translanguaging lie in the Welsh bilingual education system (Lewis, Jones, &Baker, 2012)
The importance of translanguaging in facilitating learning is hardly questionable at all, still in Pakistan there are few instances of translanguaging educational strategies being used or researched; so, the current research assignment has systematically attempted to fill up the gap by researching the strategy of translanguaging, especially, the role it plays in the acquisition of the second language in the context of my classroom; I have employed Jim Cummins’ Common Underlying Proficiency model (1991) to describe the mechanisms of translanguaging that help learners to transfer their L1 skills to the acquisition of L2

Summary

Introduction

The roots of translanguaging lie in the Welsh bilingual education system The importance of translanguaging in facilitating learning is hardly questionable at all, still in Pakistan there are few instances of translanguaging educational strategies being used or researched; so, the current research assignment has systematically attempted to fill up the gap by researching the strategy of translanguaging, especially, the role it plays in the acquisition of the second language in the context of my classroom; I have employed Jim Cummins’ Common Underlying Proficiency model (1991) to describe the mechanisms of translanguaging that help learners to transfer their L1 skills to the acquisition of L2. I transcribed my reflections and developed inferences thereof using translanguaging lens and Cummins’ CUP Model

Results and Findings

Developing L2 Speaking Skills through Translanguaging

Conclusion