3.

2 SLA Models

• 3.2.1 The Acculturation Model

•3.2.2 The Nativization Model

• 3.2.3 The Variable Competence Model

 3.2.1 The Acculturation Model
• ‘Acculturation is the process of becoming adapted to a
new culture’ (Brown, 1980).
• As the Lg is one of the most observable expressions of
culture, acculturation process is an important aspect of
SLA.
• Acculturation process is more important in L2 learning
and teaching process than foreign Lg learning/teaching.
• The central premise of the Acculturation Model is:
• “…SLA is just one aspect of acculturation and the
degree to which a learner acculturate to the TL group
will control the degree to which s/he acquires the L2”
Schumann 1978).
 Acculturation …
• Acculturation (or SLA) is determined by the degree
of social and psychological distance between the
learner and the TL culture.
• ‘social distance’ is the result of a number of factors
which affect the learner as a member of a social
group in contact with the TL group.
• ‘psychological distance’ is the result of various
affective factors which concern the learner as an
individual.
• Social factors are primary and psychological factors
may affect only when social distance Is
indeterminant.
 Social distance
• “The speech of the L2 learner will be restricted
to the communication function if the learner is
socially and/or psychologically distant from the
speakers of the target language” (Schumann.
[1976].
• “Social distance” was an innovative concept,
predicted on a complex comparative analysis.
 Social factors
• There are several social factors that Schumann accounts for
the rate of SLA :
• Limited integration of cultural groups
• Size of minority group – the group is more self-sufficient the
larger they are
• How tight-knit the group is
• The variance of characteristics between their culture and the
mainstream culture
• Majority groups attitude towards the minority group
• Language learner expects to stay a short time in the country
• Motivation, culture shock and attitude of language learner
• Language learner and mainstream culture both view each
other as equal
• Language learner and mainstream culture both desire
assimilation
 Good/positive learning social situations can be:
• The TL & L2 groups view each other as socially equal.
• The TL & L2 groups are both desirous that L2 group will
assimilate.
• Both the TL & L2 groups expect the L2 group to share
social facilities with the TL group.
• The L2 group is small & not very cohesive.
• The L2 group’s culture is congruent with that of the TL
group.
• Both groups have positive attitudes to each other
• The L2 group envisages staying in the TL area for an
extended period.
• The opposite of conditions than the mentioned above
can lead to bad learning situations.
 Psychological factors
• Psychological factors are affective in nature.
• They are:
• Lg shock: the learner experiences doubt & possible
confusion when using L2.
• Culture shock: the learner experiences
disorientation, stress, fear, etc. as a result of
differences between his/her own culture & TL
community.
• Motivation
• Ego boundaries: feeling of egocentrism, not ready
to take risk.
 Acculturation …
• Bad social & psychological learning situations affect
in 2 ways: by determining
 Critique/Classroom Implications
• When people from one culture move into an area dominated by
another culture there are going to be changes or adaptations
made by people on both sides.
• The non-majority culture will be making most of these changes.
• During this acculturation process there will inevitably be aspects of
the native culture that will be lost.
• Although it will not be as drastic or damaging as assimilation, the
effects cannot be avoided (Berry, 2008).
• Another possible critique is that students who maintain their
culture in a society that is dominated by a different culture may
feel alienated from others.
• This could lead to poor self-esteem and other social difficulties.
• One way to promote acculturation in the classroom is the help all
students feel that their culture is appreciated and respected.
• Teachers can do this by inviting students to share different aspects
of their culture with the class.
• This can be during cultural holidays, or any time.