Case Study: CUP between L1 and L2

Authors

  • Sihong Wang University of Southern California, U.S

DOI:

https://doi.org/10.30564/ret.v2i4.1016

Abstract

This case study project explores the English language learning process of a student named Abby*(name changed for confdentiality), an adult beginning learner studied at Abram Friedman Occupational Center (AFOC). The paper focuses on analyzing under the theoretical concept of Common Underlying Profciency model (CUP), especially the language transfer with the data collected from ten weeks of observation, interview with the case study student and her teacher, the chat with her classmates, and the samples of the student’s work. Data is acquired from the community, school, and classroom, to include all related factor that may influence and reflect the relationship between the student’s first language (L1) - Spanish and her second language (L2) - English. The paper intends to analyze the L1 of the case study student plays a positive role during the process of learning English via three sub-claims. Finally, the paper provides recommendations to support the student to use her L1 to promote English learning comprehensively and end with reflections on the case study process.

Keywords:

Common Underlying Proficiency Model (CUP); Language transfer; Language profciency

References

[1] Abram Friedman Occupational Center. (2018). “About us”. [Website]. Retrieved April 20th from https://abramfriedmanoc.org/about-us/

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[3] https://www.casas.org/docs/research/listening-content-standards.pdf?sfvrsn=3?Status=Master

[4] CASAS. (2009). CASAS Reading Basic Skills Content Standards by Instructional Level. [PDF document]. Retrieved February 28th from

[5] https://www.casas.org/docs/default-source/default-document-library/reading-content-standards-by-nrs-instructional-level-v2009-abe_esl-correspondence-to-2016-standards-_final.pdf?sfvrsn=f86f255a_0?Status=Master

[6] CASAS. (2010). CASAS Speaking Content Standards. [PDF document]. Retrieved February 28th from https://www.casas.org/docs/research/speaking-content-standards.pdf?sfvrsn=75f2211_4?Status=Master

[7] Cummins, J. (2005). Teaching the Language of Academic Success: A framework for School-Based Language Policies. In Schooling and Language Minority Students: A Theoretico-Practical Framework (3rd ed.). Los Angeles: LBD Publishers

[8] Los Angeles Times. (n.d.). Downtown Profile. [Website]. Retrieved April 20th from

[9] http://maps.latimes.com/neighborhoods/neighborhood/downtown/

[10] Peregoy, S., & Boyle, O. (2013). Reading, Writing, and Learning in ESL (6th ed.). Pearson Education.

[11] Walqui, A. (2006). Scaffolding Instruction for English Language Learners: A Conceptual Framework. The International Journal of Bilingual Education and Bilingualism, 9(2), 159-180.

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Issue

Vol. 2 , Iss. 4 (October 2019)

Article Type

Review Article

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