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Acculturation Theory
Megan D. Casilla
Acculturation Theory• Proposed by John H. Schumann, American Linguist
Defined as:•Exchange of cultural features when two or more different cultures comes in contact continuous contact
•Sharing of the differences in cultures, this may alter or change a culture but still remains distinct from each other.
Schumann’s Acculturation
ModelAcculturatio
n
Cultural Congruence
Integration Pattern
Enclosure
Cohesiveness
Size
Social Dominance
Attitude
Intended Length of Residence
Social Factors
Social Dominance is simply defined as one culture is on
a higher hierarchy. The much superior hierarchy
greatly influences the much inferior culture.
e.g. Spain is more dominant than the
Philippines. And China to Korea
Social Dominance
A Culture or a Nation is considered a much more superior race
Integration PatternAssimilation
The culture gives up its own
lifestyle to adapt to the culture (Language) it
wants to learn.
It maximizes the contact between the cultures and
enhances the acquisition
process.
PreservationThis strategy maintains its
own lifestyle and rejects the
target group’s language
acquisition.It creates a rift
between the two groups making the acquisition of the target
group’s language
impossible to learn.
AdaptationThis strategy adapts the
target group’s lifestyle and language but
also maintaining its own lifestyle
and values.
This strategy yields varied degrees of language
acquisition of the target language.
Assimilation
Preservation哎
Adaptation
EnclosureDegree of sharing cultural construction (school, church, clubs,
facilities, trades, profession, etc.)
High EnclosureThe two groups have their own
social constructs making the
acquisition of the second
language harder and limited.
Low EnclosureThe two groups
shares the social constructs,
therefore, making the acquisition of
the second language easier
and more facilitated.
CohesiveIf the second-
language learning group is firm or
cohesive the members tends to
separate itself to the target language
group. This makes Second Language
Acquisition harder to accomplish.
SizeA large
population of the second-Language
learning group then it makes
language acquisition more difficult. Conflicts
may emerge between the two
groups.
Cultural CongruenceCongruence is the similarity between the two groups.
If the two groups are similar then second-language acquisition is easier for the language-learning group to grasp the target language.
한국어 ?中国人吗?日本?한국어 ?中国人吗?日本?
한국어 ?中国人吗?日本?
AttitudeIf the Target Group and the
Language-Learning group have positive attitudes towards each
other, there would be less barriers between the two groups
from learning the target language.
してみてください!
노력 !试试吧!
փոր.ձեք
कोशि�� करो!
ותנס
ל!
ಪರಯತನ�ಸ!попробуйте!
פרובירן!
Intended Length of ResidenceIf the Second-Language
Learning group intends to stay in the target language are for a longer time, it is likely for them to learn the
language intensively. A lengthy stay would
promote Second Language Acquisition.
Acculturatio
n
Language Shock
Culture Shock
Ego-Permeability
Motivation
Psychological Factors
Language ShockStengal states that second
Language Acquisition is harder on adults since adult are conscious with what message they want to convey. Language acquisition is
much more ideal for children since children does not fear saying sentences or words
incorrectly. An adult would much prefer the use of his native
language if he has that option.
?וויערדא!
आह�टדערשיסן
वग स चढना
שיסןशि�
कार
वग स हटाना
उफצעשיסן
דרייען
ווירד!או
דערשיסןस हटाना
ווירד!או
וויערדא!
Culture ShockCulture shock is felt by a
person when he/ she encounters a different culture for the first time. This mental state requires the person to
spend greater energy in coping up with his/her new
environment. And this affects the person’s perspective towards learning the host
culture’s language.
I’m
When I Went to America…When I saw
Shocked
Drag Queens!
MotivationMotivation involves the second language learner’s reason to
comprehend Instrumental Motivation
The second-language learner
is learning the language
because he/ she needs/ is required
to learn it.
Integrative MotivationThe second-
language learner is learning the
language in order to meet with, talk to, learn from or find
out about the target language. It is
usually borne out of admiration for the target language.
Researched by Gardner and Lambert
Ego-PermeabilityGuiora explains that gaining a native-like pronunciation of a
second language is called ‘Language Ego’. As a child this
language ego is permeable; therefore, as a child learns a
second language, he is more likely to pronounce the words properly. But if an adult learns a second
language his pronunciation is firm and rigid and tends to pronounce the second language the way he pronounces his native language.
http://sitiumasitah.blogspot.com/2007/12/theories-of-second-
language-acquisition.html
http://wenku.baidu.com/view/ab920e6b561252d380eb6e79.html