TMN3701
Assignment 1 2026
Unique number:
Due Date: 28 May 2026
QUESTION 1
1.1.
The Cummins’ dual-iceberg idea of bilingual proficiency shows that a learner’s first
language, called L1, and second language, called L2, may look separate on the surface, but
they are connected underneath through one shared thinking system. The surface parts of L1
and L2 include things such as pronunciation, grammar, vocabulary and sentence patterns.
These parts are different in each language, so a learner may be strong in the Home
Language but still find English difficult when speaking or writing in class (Nieman and
Mukhari 2020).
In Thabo’s case, his Home Language is his L1 and English is his L2. He can read and write
well in his Home Language because he has already developed literacy skills in that
language. This means that he is not starting school learning from nothing. He already
understands how books work, how ideas are organised, how sentences carry meaning, and
how language is used to explain thoughts. These deeper skills form part of the common
Terms
underlying proficiency. They can support his learning of English because skills built of use
in one
By making use of this document you agree to:
language can help the development ofdocument
Use this another as
language
a guide for(Nieman and Mukhari
learning, comparison 2020). purpose,
and reference
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,orand
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
QUESTION 1
1.1.
The Cummins’ dual-iceberg idea of bilingual proficiency shows that a learner’s first
language, called L1, and second language, called L2, may look separate on the
surface, but they are connected underneath through one shared thinking system.
The surface parts of L1 and L2 include things such as pronunciation, grammar,
vocabulary and sentence patterns. These parts are different in each language, so a
learner may be strong in the Home Language but still find English difficult when
speaking or writing in class (Nieman and Mukhari 2020).
In Thabo’s case, his Home Language is his L1 and English is his L2. He can read
and write well in his Home Language because he has already developed literacy
skills in that language. This means that he is not starting school learning from
nothing. He already understands how books work, how ideas are organised, how
sentences carry meaning, and how language is used to explain thoughts. These
deeper skills form part of the common underlying proficiency. They can support his
learning of English because skills built in one language can help the development of
another language (Nieman and Mukhari 2020).
The problem is that Thabo has moved into Grade 4, where English is now the
Language of Learning and Teaching. This makes the change difficult because he
must learn subject content and English at the same time. He may understand a topic
in his Home Language, but he may not yet have enough English words to explain the
same idea clearly. His difficulty is therefore not a sign that he lacks intelligence. It
shows that his English surface skills are still developing, especially academic
vocabulary and classroom language (Van der Walt, Evans and Kilfoil 2009).
Cummins’ model helps teachers see that Thabo’s Home Language should not be
ignored. It can be used as a support for English learning. For example, the teacher
can allow him to discuss ideas first in his Home Language, link new English words to
words he already knows, and use pictures, word walls and examples from learners’
languages. This can help him move from understanding ideas in L1 to expressing
them in L2. When both languages are valued, Thabo can build English without losing
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 1 2026
Unique number:
Due Date: 28 May 2026
QUESTION 1
1.1.
The Cummins’ dual-iceberg idea of bilingual proficiency shows that a learner’s first
language, called L1, and second language, called L2, may look separate on the surface, but
they are connected underneath through one shared thinking system. The surface parts of L1
and L2 include things such as pronunciation, grammar, vocabulary and sentence patterns.
These parts are different in each language, so a learner may be strong in the Home
Language but still find English difficult when speaking or writing in class (Nieman and
Mukhari 2020).
In Thabo’s case, his Home Language is his L1 and English is his L2. He can read and write
well in his Home Language because he has already developed literacy skills in that
language. This means that he is not starting school learning from nothing. He already
understands how books work, how ideas are organised, how sentences carry meaning, and
how language is used to explain thoughts. These deeper skills form part of the common
Terms
underlying proficiency. They can support his learning of English because skills built of use
in one
By making use of this document you agree to:
language can help the development ofdocument
Use this another as
language
a guide for(Nieman and Mukhari
learning, comparison 2020). purpose,
and reference
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,orand
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
QUESTION 1
1.1.
The Cummins’ dual-iceberg idea of bilingual proficiency shows that a learner’s first
language, called L1, and second language, called L2, may look separate on the
surface, but they are connected underneath through one shared thinking system.
The surface parts of L1 and L2 include things such as pronunciation, grammar,
vocabulary and sentence patterns. These parts are different in each language, so a
learner may be strong in the Home Language but still find English difficult when
speaking or writing in class (Nieman and Mukhari 2020).
In Thabo’s case, his Home Language is his L1 and English is his L2. He can read
and write well in his Home Language because he has already developed literacy
skills in that language. This means that he is not starting school learning from
nothing. He already understands how books work, how ideas are organised, how
sentences carry meaning, and how language is used to explain thoughts. These
deeper skills form part of the common underlying proficiency. They can support his
learning of English because skills built in one language can help the development of
another language (Nieman and Mukhari 2020).
The problem is that Thabo has moved into Grade 4, where English is now the
Language of Learning and Teaching. This makes the change difficult because he
must learn subject content and English at the same time. He may understand a topic
in his Home Language, but he may not yet have enough English words to explain the
same idea clearly. His difficulty is therefore not a sign that he lacks intelligence. It
shows that his English surface skills are still developing, especially academic
vocabulary and classroom language (Van der Walt, Evans and Kilfoil 2009).
Cummins’ model helps teachers see that Thabo’s Home Language should not be
ignored. It can be used as a support for English learning. For example, the teacher
can allow him to discuss ideas first in his Home Language, link new English words to
words he already knows, and use pictures, word walls and examples from learners’
languages. This can help him move from understanding ideas in L1 to expressing
them in L2. When both languages are valued, Thabo can build English without losing
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
