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but are unable to learn in the regular classroom setting, they are
frequently diagnosed as being mentally, rather than linguistically,
deficient.
Oiler (1980) believes that the state of the art in linguistic
proficiency testing has not progressed sufficiently to determine
definitely "whether deep language ability and intelligence are really
distinct" (p. 134). He further states that, "existing literature on
testing suggests that any ordinary test of language proficiency is
strongly correlated with general intelligence" (p. 134), and that it
is doubtful whether a language proficiency test of BIOS could be
constructed that would not involve some form of CALP. Cummins' (1980)
states that individual differences account for some aspects of the way
the BICS and CALP aspects are acquired, but that individual differences
in CALP are strongly related to academic achievement, while individual
differences in BICS are not.
Cummins (1981) finds that current theories of communicative
competence have not taken into consideration such critical issues as
developmental perspective, contexts of language use, and the relation
ship between the skills achieved in the first language and the
acquisition of second language skills.
The relationship of first language proficiency to second language
acquisition
Of major importance in second language acquisition theory is
Cummins' (1980) hypothesis of Common Underlying Proficiency, CUP, as
opposed to Separate Underlying Proficiency, SUP. Cummins believes
that the "... 'common sense' assumptions of the SUP model get expressed