UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

(SUBJECT/COURSE)
 
SUBJECT CODE: 502
TOPIC OR LESSON: Acculturation Model
WEEK: 11
SUB-TOPIC/S:

A. What is Acculturation?
B. Introduce the model/theory regarding Acculturation by John Schumann
C. What are the factors that affect second language learning based on Schumann’s Acculturation Model?

 OVERVIEW OF THE TOPIC

In this chapter we will discuss the following;

A. Schumman’s Acculuration Model

B. Social and Affective factors of Acculturation
C. Types and Processes of Acculturation

LEARNING
OUTCOMES
At the end of the module you will be asked to identify the different factors that affecting second language
learning by Schumman’s Acculturation Model and to create a representation about its content.

LEARNING
OBJECTIVES
At the end of the lesson, students should be able to:

a. Synthesize ideas, concepts and theories discussed in the course;

b. Familiarize oneself with theories, methods, and findings in the Acculturation Model

ENGAGE

I LOVE YOU’S: The slide will show a word that’s in different language but every word means ‘‘I love
you’’. The objective is to let the students identify what language is shown in each slide.

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 a. Wo ai ni - Chinese
b. Je t’aime - French
c. Te quiero - Spanish
d. Ai shiteru - Japanese
e. Mahal Kita - Filipino

EXPLORE

EXPLAIN

ACCULTURATION THEORY

Introduction

Acculturation is defined as ‘‘the process of cultural change that occurs when individuals from different
cultural backgrounds come into prolonged, continuous, first-hand contact with each other’’ (Redfield,

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Linton, & Herskovits, 1936, p.146). Learning a second language (L2) is now believed to be a multi-
faceted phenomenon which is affected by numerous factors, ranging from internal to social and cultural
factors (Hadley, 2003; Nosratinia & Zaker, 2014, 2015; Zaker, 2015), and, consequently, many studies
have highlighted the significant impact of culture on learning a second language (Fromkin, 2003; Zaker,
2016).

SLA research has gone ahead and spawned a lot of theories. One of which will be tackled, is the
Acculturation Model of John Schumann (1976) focusing on socio-cultural factors in language
teaching/learning.

SCHUMANN’S ACCULTURATION MODEL

Social Factors
Social factors either inhibit or promote contact between the second language group (2LL group)
and the target language group (TL group). The greater the social distance between the two groups, the
more it is for member of 2LL group to acquire the language of the TL group. (Schumann 1976).

The first factor is the social dominance pattern between the 2LL groups and the TL group. Social
dominance is simply defined as one culture is on a higher hierarchy. If the 2LL group consider
themselves to be superior (politically, culturally, technically or economically) than the TL group, they will
tend not to learn the target language. The reverse situation is also true. i.e. if the 2LL group is inferior (or
consider themselves inferior) to the TL group, social distance can arise between the two groups and the
2LL group will tend to resist learning the target language.

The second factor affecting language learning involves three integration strategies, namely
assimilation, preservation and acculturation.

 Assimilation – involves giving up one’s lifestyle and values in favor of another. An example of
assimilation is the assimilation of Pagan customs and ceremonies into Christianity. When
Christianity became the predominate religion, they took Pagan holy days such as Yule and the
Spring Equinox, or Ostara, and claimed them as Christmas and Easter. They adopted traditions
such as decorating of fir trees at Christmas and the use of symbols of fertility at Easter such as
Easter eggs.
 Preservation – is the opposite extreme because it involves maintaining one’s culture. In April 23,
2019, the Philippine Mission to the United Nations reported that Mr. Ariel Peñarada, Minister at
the Mission, addressed representatives of UN Member States and civil society organizations,
including indigenous people organizations at the event entitled ‘‘Language as the lifeline of
indigenous identity and transmission of culture.’’ The projects outlined PH’s policies, programs
and activities including the implementation of the Philippine Indigenous Ethnographies Project.
Minister Peñarada noted that the output of the multi-year project is centered on the production
of ethnographies of indigenous people themselves. ‘‘Through this project, indigenous people
will be empowered to create their ethnographies, and utilize the same in the formulation of
their own plans for the preservation and developments of their culture, heritage and indigenous
language.’’

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  Acculturation – represents the compromise procedures of adapting to the way of life and
language of the TL group. For an example, a Japanese immigrant from the US is now dressed in
Western clothing.

The third social factor is enclosure or the amount of sharing of such social constructs as schools,
churches, recreational facilities, professions and trades that the 2LL group enjoys with the TL group. If
the two groups have their own social constructs, it’ll be harder to learn the TL. But if the two groups
share their social constructs, language learning will be easier.

Cohesiveness and size of the 2LL group is the fourth social factor in language learning. If the group
tends to be always together to such an extent it separates itself from the other group, then its cohesion
will make language learning difficult, since it will give rise to social distance. If the group is large, then
interaction within the group will increase while opportunities for contact with members of the other
group will decrease. This can result, likewise, in social distance and can add difficulties to language
learning.

Congruence and similarity between the life-style and value systems of the 2LL and TL groups
constitute the fifth social factor, since it affects the amount of contact between groups. Congruence is
the similarity between the two groups. Thus, if the language of the two groups belongs to the same
family, there will probably be close similarity between their language structures making language
learning easier.

The sixth social factor is attitude. For language learning to be made easier, it is important that the
members of the 2LL group hold positive ethnic stereotypes about the TL group. If the TL group and the
2LL group have positive attitude towards each other, there would be less barrier between the two
groups from learning the target language. If it holds a negative stereotype of the TL group if both the 2LL
and TL groups have negative attitudinal orientation towards each other, then social distance can emerge
and set up obstacles to effective language learning.

The intended length of residence in the TL area is the seventh social factor in language learning. If the
2LL group intends to stay longer in the TL area, this fact will tend to reduce social distance and
ameliorate motivation; if the 2LL group intends to stay in the TL for a longer time, it is likely for them to
learn the language intensively. A lengthy stay would promote second language acquisition.

AFFECTIVE FACTORS

The first affective factor is Language Shock, Schumann in his 1975 article (as cited in Ushioda, 1993)
refers to it as disorientation caused by learning a new linguistic system. Stengal (1979) describes it as
learner’s fear that he will appear comic when he tries to speak with the Target Language Group. Some
studies defined it as psychological and linguistical disorientation experienced by most people while the
immersion into foreign language environment when they move for an extended period of time into a
culture different from their own.

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 Stengal compare the use of second language with a child enjoys wearing fancy clothes while the
adults may fear criticism and ridicule for doing so. According to Stengal, second Language Acquisition is
harder on adults because adult are conscious with what message they want to convey. However,
children does not fear saying sentences or words incorrectly. The less language shock the learner
experience, the more probable it is that he will learn to speak the target language. On the other hand, if
he succeeds in facing his inhibitions and fears, he will be more likely to learn the (TL).

Cultural Shock is the second affective factor. Schumann (1975) defines it as anxiety, stress, and fear
resulting from disorientation encountered upon entering a new culture. When a person is entering into
the new environment, his or her coping and problem-solving mechanisms doesn’t work properly.
Therefore, this mental state requires the person to spend greater energy in coping up with his or her
new environment.

Sometimes, this results in the individual rejection of himself or his culture, even the people of his
host country. One of the examples here is the person who living or do business locally or internationally.
Cultural shock can arise due to unfamiliarity of the language or tradition. Larsen and Smalley (1972) offer
the following solution to the unfortunate condition:

“What the learner needs is a small community of sympathetic people who will help in the
difficult period when he is a linguistic and cultural child-adult. He needs a new family to help him
grow up.”

Third affective factor is Motivation. It defines the learner’s reason for trying to learn the target
language. Gardner and Lambert (1972) have distinguished between integrative and instrumental
motivation. A learner with integrative motivation wants to learn a language in order to become like, and
communicate with, the speaker of the TL. A person wants to learn because of desire. He values and
admires their culture and value orientation, and wants to participate in it. While a leaner with
instrumental motivation learns a language for utilitarian reason, e.g. increase in pay, promotion in rank,
purchase in food at better prices, uses of public transportation and others.

Ego-Permeability is the fourth affective factor. Guiora (1972), in attempting to explain the ability of
some people to acquire native-like pronunciation in a second language, developed the notion of
‘language ego’. He sees this in parallel with Freudian concept of ego which the child develop physical
growth and becomes aware of the limits of his or her physical being and learns to distinguished one’s
self with others. In early stage of development, language ego boundaries are permeable, but later they
become fixed and rigid.

According to Schumann in his 1975 article (as cited in Ushioda, 1993), it is the degree to which an
individual gives up their differences in favor of the target language group. Ingram (1981:44) defines it as
'the extent to which [a person] can modify what he [sic] sees as his personal characteristics (including
language characteristics) to act in a different way when operating in another culture or using another
language'.

Process of Acculturation (Brown, 1980)

1. Euphoria: The learners get excited over the newness of the surroundings

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 2. Culture-shock: Emerges as individuals feel the intrusion of more and more culture differences
into their own images of self and security
3. Cultural stress and gradual recovery: Some problems of acculturation are solved, while others
continue for some time. The learner starts to understand the differences in thinking. The learner’s
problems revolve around the question of identity; she/he does not perceive herself/himself as
belonging to any culture.
4. Full-recovery: Adaptation, assimilation, or acceptance of the new culture. A new identity is
developed.

Acculturation Types

Schumann’s model distinguished between two types of acculturation.

Type 1 – the learner becomes socially integrated, developing social contacts with L2 speakers who
provide him with input while continuing to retain the lifestyle and values of his native culture; this is
similar to Berry’s integration strategy. (Culhane, 2004)

Type 2 – the learner develops social contacts in the target culture and also moves toward adopting
the lifestyle and values of the target language group; this corresponds to Berry’s assimilation strategy.
(Culhane, 2004)

Findings of Schumann’s Acculturation Model

Lybeck (2002) tested Schumann’s acculturation theory via the operable social exchange
networks model, which has a postmodern view on using English (De Costa, 2010), with English native
speakers who acquired Norwegian as their L2 and found that those who developed positive network
connections with native Norwegian speakers evidenced more native-like Norwegian pronunciation than
those who had greater difficulty establishing such.

Although some studies favored the validity of the acculturation model, like those stated above,
Schumann’s theory received limited empirical support and faced strong criticism. As a fundamental
criticism against the significance of cultural factors in SLA, Dash (as cited in Mondy, 2007) argues that
cultural aspects are quite often, not so readily identifiable, and that individuals may succeed in SLA
despite the social conditions. Moreover, according to Mondy (2007), there are some learners that will
be determined to succeed, irrespective of any of the conditions that present themselves, and those
learners that will not be successful, regardless of favorable social circumstances. This implies that
individual learner differences, such as learning style and affective state are more distinguishable as
attributing factors to SLA, than the social conditions (Mondy, 2007). Therefore, we should avoid making
generalization about the importance of cultural factors.

ELABORAT
E
Match the following terms to their definitions:
1. Social factor a. Process of cultural change

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2. Euphoria b. Anxiety, fear or stress when entering new
surrounding
3. Acculturation
c. Language ego
4. Cultural shock
d.Promote contact between the second language
group and the target language group

e. Excitement to a new environment

ANSWER:
1. D
2. E
3. A
4. B

EVALUAT
Choose the letter ofEthe correct answer.
1. Which is NOT integration strategies?
A. Preservation
B. Assimilation
C. Perception
D. Acculturation
2. It is the amount of sharing of social construct and trades.
A. Closure
B. Language
C. Enclosure
D. Cross-Sectional
3. Positivity is important in this factor.
A. Enclosure
B. Attitude
C. Cohesiveness and size
D. Congruence and similarities
4. Learner’s fear to speak language in Target Language group.
A. Language shock
B. Cultural shock
C. Similarity shock
D. Community shock
5. It involves giving up one’s lifestyle and values in favor of another.
A. Preservation
B. Enclosure
C. Acculturation
D. Assimilation

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6. It involves anxiety or fear when entering new environment.
A. Stress
B. Cultural shock
C. Ego permeability
D. Language shock
7. It is the process of cultural change that occurs when individuals from different cultural
backgrounds come into prolonged, continuous, first-hand contact with each other.
A. Culturation
B. Assimilation
C. Acculturation
D. Dissimilation
8. Inhibit or promote contact between the Second Language group and Target Language group.
A. Affective factor
B. Cognitive factor
C. Personality factor
D. Social factor
9. Learner’s excitement in new environment.
A. Euphoria
B. Pretoria
C. Sensoria
D. Victoria
10. The process were learners understand the differences in thinking.
A. Euphoria
B. Cultural shock
C. Cultural stress and gradual recovery
D. Full-recovery
11. Type of acculturation in which person starts developing interaction with Second Language
speakers.
A. Type 1
B. Type 2
C. All of the above
D. None of the above
12. This is the process of acculturation in which the person developed his or her new identity and
accepted the new culture.
A. Culture shock
B. Culture stress
C. Full-recovered
D. Euphoria
13. It defines the learner’s reason for trying to acquire knowledge about target language.
A. Self-esteem
B. Schema
C. Assimilation
D. Motivation
14. This kind of motivation uses desire in order to learn.
A. Instrumental motivation
B. Integrative motivation
C. Integral motivation
D. Interactive motivation
15. Person acquire knowledge because it is needed.
A. Integral motivation
B. Integrative motivation

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 C. Instrumental motivation
D. Interactive motivation
16. Type of learner who develops social contact in target culture as well as adopting the culture and
values of it.
A. Type 1
B. Type 2
C. AOTA
D. NOTA
17. It is defined as one culture is on a higher hierarchy than the other.
A. Social Dominance Pattern
B. Enclosure
C. Cohesiveness
D. Congruence and Similarity

18. It developed the notion of ‘language ego’.

A. Motivation
B. Language shock
C. Ego permeability
D. Culture shock
19. What do you called the similarity between two groups?
A. Cohesiveness
B. Cordial relation
C. Closure
D. Congruent and Similarity
20. This means that the group tends to be always together.
A. Closure
B. Enclosure
C. Cohesiveness
D. Congruent and Similarity

ANSWER:
1. C 11. A
2. C 12. C
3. B 13. D
4. A 14. B
5. D 15. C
6. B 16. B
7. C 17. A
8. D 18. C
9. A 19. D
10. C 20. C

REFERENC
ES

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Zaker Alireza (2016, July). The Acculturation Model of Second Language Acquisition, Inspecting
Weaknesses and Strengths. Retrieved September 06,2020, from
https://www.researchgate.net/publication/315060938

Castro, J., & Rudmin, F. (n.d.). Multinational Bibliography on Acculturation (1808-2020). Retrieved
September 06, 2020, from https://scholarworks.gvsu.edu/orpc/vol8/iss1/9/

DC, M. (2013, November 03). Acculturation Theory of Second Language Acquisition. Retrieved
September 06, 2020, from https://www.slideshare.net/megancas/acculturation-27851166?
fbclid=IwAR13SPOZDqAgdzrfUYihg_Y0VRFkeoBvGE4utThExDr7cMXH48Zw5Kg09Yo

Permanent Mission of the Republic of the Philippines to the United Nations. (n.d.). Retrieved September
06, 2020, from https://www.un.int/philippines/activities/ph-advocates-preservation-indigenous-
languages-united-nations

Person. (n.d.). Examples of Assimilation. Retrieved September 06, 2020, from

https://examples.yourdictionary.com/examples-of-assimilation.html

Acculturation. (n.d.). Retrieved September 06, 2020, from

https://www.yourdictionary.com/acculturation

Schumann, J. H. (1986). Research on the Acculturation Model for Second Language Acquisition.
Retrieved September 06, 2020, from file:///C:/Users/Lai%20N
%20Labas/Downloads/ResearchontheAcculturationModelA37.pdf
Raitskaya, L., Kovtun, L., Khmanova, N., & Inanova, M. (2018). Language Shock in E-learning
Environment. Retrieved September 06, 2020, from
https://www.researchgate.net/publication/329001503_LANGUAGE_SHOCK_IN_E-
LEARNING_ENVIRONMENT
The Concept of ‘Ego Permeability’. (n.d.). Retrieved September 06, 2020, from
https://www.englishforums.com/English/Culture/bdcrvg/post.htm

ADDITIONAL
MATERIALS

Orillos, L. (1998). Language Acquisition, Theories Principles and Research. Quezon City:
UPOU.

PREPARED BY:

LABAS, LAILAH N.
LIU, BRYAN A.

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