HASBI SJAMSIR, socioculture factors

8/7/2019 HASBI SJAMSIR, socioculture factors

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SOCIOCULTURAL FACTORSOCIOCULTURAL FACTORlectured bylectured by

HASBI SJAMSIRHASBI SJAMSIRMember of group :Member of group :

SyahrulSyahrul YaniYani

ErizaEriza

HariyatiHariyati

DayangDayang SurianiSuriani

NortauliNortauli SimanjuntakSimanjuntakBanunBanun BayuBayu WW


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DefinitionDefinition

-- SocioSocio

-- CulturalCultural-- SocioculturalSociocultural

Topic focusTopic focus


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Cultural stereotypesCultural stereotypes

How do stereotypes form?How do stereotypes form?

How do stereotypes become generalization?How do stereotypes become generalization?

Example :Example :-- In greeting someone,In greeting someone,

AmericansAmericans -------------- shake handsshake hands

ArabiansArabians -------------------- kissing cheekkissing cheek

-- In expressing love,In expressing love,

AmericansAmericans -------------- give red rosegive red rose


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ATTITUDESATTITUDESStereotyping usually implies some type ofStereotyping usually implies some type ofattitude toward the culture or language.attitude toward the culture or language.

Attitudes develop early in childhood andAttitudes develop early in childhood andare the result of parents , peers attitude,are the result of parents , peers attitude,of contact with people who are differentof contact with people who are different

in any number of ways.in any number of ways.


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Gardner and Lamberts studies the effect ofGardner and Lamberts studies the effect of

attitudes on language learning, they definedattitudes on language learning, they definedmotivation as a construct made up of certainmotivation as a construct made up of certainattitudes.attitudes.

John Oller and his colleagues conducted studiesJohn Oller and his colleagues conducted studies

of the relationship between attitudes andof the relationship between attitudes andlanguage process between Chinese, Japanese,language process between Chinese, Japanese,and Mexican students achievement in Englishand Mexican students achievement in Englishand their attitudes toward self, native languageand their attitudes toward self, native language

group, target language, etc.group, target language, etc. They identify a few meaningful attitudinalThey identify a few meaningful attitudinal

variables with attained proficiency.variables with attained proficiency.


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Second language learners benefit fromSecond language learners benefit frompositive attitudes and the negativepositive attitudes and the negativeattitudes may lead to decreasedattitudes may lead to decreasedmotivation because of decreased inputmotivation because of decreased input

and interaction.and interaction. Negative attitudes can be changed andNegative attitudes can be changed and

usually emerge from ones indirectusually emerge from ones indirectexposure to a culture through television,exposure to a culture through television,movies, news media, books , and othermovies, news media, books , and othersources.sources.


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Second Culture AcquisitionSecond Culture Acquisition

Learning a second language implies of learning aLearning a second language implies of learning asecond culture. Culture learning is a process ofsecond culture. Culture learning is a process ofcreating shared meaning between culturalcreating shared meaning between cultural

representative into ones patterns of thinking,representative into ones patterns of thinking,feeling, and acting.feeling, and acting.

Second language learning involves theSecond language learning involves theacquisition of a second identity callacquisition of a second identity callacculturation. It can be disrupted by a contactacculturation. It can be disrupted by a contactwith another culture, in case a person maywith another culture, in case a person mayexperienceexperience culture shock.culture shock.


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Culture shock refers to phenomenaCulture shock refers to phenomenaranging from mild irritability to deepranging from mild irritability to deep

psychological panic and crisis. It ispsychological panic and crisis. It isassociated with feelings, hostility,associated with feelings, hostility,frustration, unhappiness, sadnessfrustration, unhappiness, sadnessloneliness, homesickness, etc.loneliness, homesickness, etc.

Culture shock as the second of fourCulture shock as the second of foursuccessive stages of culture acquisition:successive stages of culture acquisition:

1. Stage 1 is a period of excitement and1. Stage 1 is a period of excitement and

euphoria over the newness of theeuphoria over the newness of thesurroundings.surroundings.


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2. individuals feel the intrusion of more and2. individuals feel the intrusion of more and

more cultural differences into their own imagesmore cultural differences into their own imagesof self and security.of self and security.

3. one of gradual, and at first tentative and3. one of gradual, and at first tentative and

vacillating, recovery. This stage is called culturevacillating, recovery. This stage is called culturestress. Some problems of acculturation arestress. Some problems of acculturation aresolved while other problems continue for somesolved while other problems continue for sometime. General progress is made, slowly buttime. General progress is made, slowly but

surely , as individuals begin to accept thesurely , as individuals begin to accept thedifferences in thinking and feeling that surrounddifferences in thinking and feeling that surroundthem.them.


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4. full recovery, either assimilation or4. full recovery, either assimilation or

adaptation, acceptance of the culture andadaptation, acceptance of the culture andself confidence .self confidence .

AnomieAnomie-- feelings of social uncertainty orfeelings of social uncertainty ordissatisfaction. As individuals begin to losedissatisfaction. As individuals begin to losesome of the ties of other native culturesome of the ties of other native cultureand to adapt to the second culture.and to adapt to the second culture.Anomie can be described as the firstAnomie can be described as the first

symptom of the third stage ofsymptom of the third stage ofacculturation, like a feeling ofacculturation, like a feeling ofhomelessness, etc.homelessness, etc.


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As a result of culture shock process, theAs a result of culture shock process, theindividual gained a new perspective onindividual gained a new perspective on

himself which he is influenced by his ownhimself which he is influenced by his ownculture and understand the culturallyculture and understand the culturallyderived values, attitudes and outlooks ofderived values, attitudes and outlooks of

other people.other people.


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What is Social Distance?What is Social Distance?

Emerged as an effective construct to giveEmerged as an effective construct to giveexplanatory power to the pace of cultureexplanatory power to the pace of culturelearning in second learning. (L2)learning in second learning. (L2)

It refers to cognitive and affectiveIt refers to cognitive and affectiveproximity of two cultures that come intoproximity of two cultures that come intocontact within an indivual.contact within an indivual.

It is obviously used in methaporical senseIt is obviously used in methaporical senseto depict dissimilarity between twoto depict dissimilarity between twocultures.cultures.


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ExampleExample

People from United State are culturallyPeople from United State are culturallysimilar to Canadians.similar to Canadians.

US natives and Chinese are, byUS natives and Chinese are, bycomparison, relatively dissimilar.comparison, relatively dissimilar.


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John Schumann (1976c:136) describe five parameters ofJohn Schumann (1976c:136) describe five parameters ofsocial distancesocial distance

1.1. DominanceDominance

2.2. IntegrationIntegration

3.3. CohesivenessCohesiveness4.4. CongruenceCongruence

5.5. PermanencePermanence


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How to determine degrees of SocialHow to determine degrees of SocialDistance?Distance?

Human beings perceive theHuman beings perceive thecultural environment throughcultural environment throughthe filters and screens of theirthe filters and screens of theirown world view and then actown world view and then act

upon that perception, howeverupon that perception, howeverbiased it.biased it.


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Two types of language learnersTwo types of language learners

ActonActon typifies the language learner into twotypifies the language learner into twocategories, they are good and bad learners.categories, they are good and bad learners.

1. If learners perceived themselves as either too close1. If learners perceived themselves as either too close

or too distant from either the target culture or theor too distant from either the target culture or thenative culture, they fell into the category ofnative culture, they fell into the category ofbadbadlanguage learnerslanguage learners as measured by standardas measured by standardproficiency test with remarkable accuracy (specialproficiency test with remarkable accuracy (special

for English learners who had been in United Statefor English learners who had been in United Statefor four months).for four months).


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2.2. The implication is thatThe implication is thatgood/good/successful learnerssuccessful learners seeseethemselves as maintainingthemselves as maintainingsome distance betweensome distance between

themselves and both cultures.themselves and both cultures.


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The Professed Difference in AttitudeThe Professed Difference in AttitudeQuestionnaire (PDAQ)Questionnaire (PDAQ)

Actons PDAQ did not predict success inActons PDAQ did not predict success inlanguage is no surprise since we knowlanguage is no surprise since we knowthat no adequate instrument to predictthat no adequate instrument to predict

language success or to access languagelanguage success or to access languageaptitude.aptitude.

PDAQ did describe empirically, inPDAQ did describe empirically, in

quantifiable terms, relationship betweenquantifiable terms, relationship betweensocial distance and second languagesocial distance and second languageacquisition.acquisition.


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Culture in the classroomCulture in the classroom

Stevick (1976b) cautioned that learners canStevick (1976b) cautioned that learners canfeel alienation in the process of learning afeel alienation in the process of learning asecond language, alienation of people insecond language, alienation of people intheir home culture, the target culture, andtheir home culture, the target culture, andfrom themselves. In teaching an alienfrom themselves. In teaching an alienlanguage we need to be sensitive to thelanguage we need to be sensitive to the

fragility of students by using techniquesfragility of students by using techniquesthat promote cultural understanding.that promote cultural understanding.


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Four different conceptual categories to studyFour different conceptual categories to studythe cultural norms of fifty different countriesthe cultural norms of fifty different countries

Individualism X CollectivismIndividualism X Collectivism

Power DistancePower Distance

Uncertainty avoidanceUncertainty avoidance Masculinity X feminityMasculinity X feminity


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Language policies become politized asLanguage policies become politized asspecial interest groups vie for power andspecial interest groups vie for power andeconomic gain.economic gain.

Lingua franca is the subject ofLingua franca is the subject ofinternational debate as policy makersinternational debate as policy makersstruggle over the legitimization of varietiesstruggle over the legitimization of varieties

of English.of English.


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The traditional dichotomy between nativeThe traditional dichotomy between nativeand nonand non native is functionallynative is functionallyuninsightful and linguistically,uninsightful and linguistically,questionable, particularly when discussingquestionable, particularly when discussingthe function pf English in multilingualthe function pf English in multilingualsocieties.societies.


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ESL and EFLESL and EFL

Learning ESL means English within a cultureLearning ESL means English within a culturewhere English is spoken natively.where English is spoken natively.

E.g. An Arabic speaker learning English in theE.g. An Arabic speaker learning English in the

USA or the UK, but not as easily identifiedUSA or the UK, but not as easily identifiedwhere English is already an accepted and widelywhere English is already an accepted and widelyused language for education, government, orused language for education, government, orbusiness within the country.business within the country.

e.g. Learning English in Philipines and India.e.g. Learning English in Philipines and India.


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EFLEFL

Learning EFL means English in ones ownLearning EFL means English in ones ownculture with few immediate opportunitiesculture with few immediate opportunitiesto use the language within theto use the language within theenvironment of that culture.environment of that culture.

e.g. A Japanese learning English in Japan.e.g. A Japanese learning English in Japan.


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The Problem with ESL/EFLThe Problem with ESL/EFL

Nayar (1977:22)Nayar (1977:22) pointed out that it seems to havepointed out that it seems to havecreated a world view that being a native speaker ofcreated a world view that being a native speaker ofEnglish will somehow bestow on people not onlyEnglish will somehow bestow on people not onlyunquestionable competence in the use and teachingunquestionable competence in the use and teachingof the language but also expertise in telling othersof the language but also expertise in telling othershow English ought to be taught. So, by specifyinghow English ought to be taught. So, by specifyingcountry, language policy, and status of English, wecountry, language policy, and status of English, wecan at least begin to guard against falling prey tocan at least begin to guard against falling prey to

the myth that native speaker models are to bethe myth that native speaker models are to beemulated at all costs.emulated at all costs.


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A controversial issue the global spread of

English a medium of education,commerce, and government :

Has impeded literacy in the mother tounge

language Has thwarted social and economic

progress for those who do not learn it,

and Has not been relevant to the need of

ordinary people in everyday and futurelive.


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The council of Europes 1988 charter

for Regional and Minority Languages,and the UN Universal Declaration ofLinguistic Rights have endorsed the

right of people to develop andpromote their own language to offerchildren access to education in their

own language.


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The decision of the adoption of

official status for language(s) in acountry involves the decision by somepolitical entity such as ministry of

education, state of board educationon which language(s) is (are) deemedto be value for the next generation of

age earners (and voters) in a society.


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A tremendous clash of value system is

brought to bear on the ultimatedocision : linguistic diversity, culturalpluralism, ethnicity, race, power,

satatus, politics, economics, etc.


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History indicates that restrictinglanguage rights can be divisive

and can lead to segregationisttendencies in society


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A controversial issue the globalspread of English a medium ofeducation, commerce, andgovernment :

Has impeded literacy in the mothertounge language

Has thwarted social and economicprogress for those who do not learnit, and

Has not been relevant to the need of

ordinary people in everyday and


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The council of Europes 1988 charterfor Regional and MinorityLanguages, and the UN Universal

Declaration of Linguistic Rights haveendorsed the right of people todevelop and promote their own

language to offer children access toeducation in their own language.


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The decision of the adoption ofofficial status for language(s) in acountry involves the decision by

some political entity such as ministryof education, state of boardeducation on which language(s) is

(are) deemed to be value for thenext generation of age earners (andvoters) in a society.


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A tremendous clash of value systemis brought to bear on the ultimate

docision : linguistic diversity, culturalpluralism, ethnicity, race, power,satatus, politics, economics, etc.


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History indicates that restrictinglanguage rights can be divisive

and can lead to segregationisttendencies in society


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LANGUAGE, THOUGT,

AND CULTURE


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In the Classroom:

Toward a principledApproach to Language

Pedagogy


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Some principle of language learning and

teaching: Intrinsic motivation is a powerful incentive

for learning.

A moderate to high level of risk-takingbehavior is important

Language and culture are inextricablyintertwined.

successful learners make a strategy

investment in their learning

Self-confidence is an important precursor

to success


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Cultural Appropriate Techniques: AChecklist

1. Does the technique recognize the valueand belief systems that are presumed tobe part of the culture(s) of the students?

2. Does the technique refrain from anydemanding stereotypes of any cultures,including the cultures of your students?

3. Does the technique refrain from anypossible devaluating of the studentsnative language?

4. Does the technique recognize varying


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5. If the technique requires students to gobeyond the comfort zone of uncertainty

avoidance in their culture, does it do soempathically and tactfully?

6. Is the technique sensitive to the

perceived roles of males and females inthe cultures of your students?

7. Does the technique sufficiently connectspecific language features to cultural wayof thinking, feeling, and acting?

8. Does the technique in some way drawon the potentially rich background

experiences of the students, including


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Language Policy and

the English Only

Debate


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Some principle of language learning and teaching:

Intrinsic motivation is a powerful incentive forlearning.

A moderate to high level of risk-taking behavioris important

Language and culture are inextricablyintertwined.

successful learners make a strategy investment

in their learning Self-confidence is an important precursor to

success


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Cultural Appropriate Techniques: A Checklist

1. Does the technique recognize the value andbelief systems that are presumed to be part ofthe culture(s) of the students?

2. Does the technique refrain from anydemanding stereotypes of any cultures,

including the cultures of your students?3. Does the technique refrain from any possible

devaluating of the students native language?

4. Does the technique recognize varying degrees

of willingness of students to participate openlydue to factors collectivism/individualism powerdistance.


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5. If the technique requires students to go beyondthe comfort zone of uncertainty avoidance in

their culture, does it do so empathically andtactfully?

6. Is the technique sensitive to the perceived rolesof males and females in the cultures of yourstudents?

7. Does the technique sufficiently connect specificlanguage features to cultural way of thinking,feeling, and acting?

8. Does the technique in some way draw on thepotentially rich background experiences of thestudents, including their own experience in othercultures?


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THANK YOU

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HASBI SJAMSIR, socioculture factors