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The Acculturation Model in Second Language Acquisition:
The acculturation model is a theory which is proposed by John Schumann to describe the acquisition process
of a second language by members of ethnic minorities. The minorities are immigrants, migrant workers, or
the children of such groups. This acquisition process takes place in natural contexts. The main suggestion of
the theory is that the acquisition of a second language which is directly linked to the acculturation process.
successes are determined by the extent to which they can orient themselves to the target language culture.
History of the Acculturation Model
The acculturation model in SLA emerged in the 1970s from the broader field of anthropology, where it was
used to study the interactions between different cultural groups. Researchers began to apply these concepts to
the field of language learning, recognizing the significant role that cultural factors played in language
acquisition.
Types of Acculturation
There are two types of acculturation. In type one acculturation, the learner is socially integrated with the TL
(target language) group. As a result learner develops sufficient contacts with TL speakers to enable him to
acquire the TL. In addition, he is psychologically open to the TL such that input to which he is exposed
becomes intake. Type two acculturation has all the characteristics of type one, but in this case the learner
regards, the TL speakers as a reference group whose life style and values he consciously or unconsciously
desires to adopt. Both types of acculturation are sufficient to cause acquisition of the TL. The distinction is
made in order to stress that social and psychological contact with the TL group. It is the essential component
in acculturation (as it relates to SLA) and that adoption of the life style and values of the TL group
(characteristics traditionally associated with the notion of acculturation) is not necessary for successful
acquisition of the TL.
The Acculturation Process in Second Language Acquisition: Social and Psychological Influences:
The process of acculturation was defined by H. Douglas Brown as "the process of being adapted to a
new culture" which involves a new orientation of thinking and feeling on the part of an L2 learner. According
to Douglas, as culture is an integral part of a human being, the process of acculturation takes a deeper turn
when the issue of language is brought on the scene. Schumann based his acculturation model on two sets of
factors: social and psychological. Schumann asserts that the degree to which the second-language learners
acculturate themselves towards the culture of the target-language (TL) group generally depends on social and
psychological factors; and these two sorts of factors will determine respectively the level of social
distance and psychological distance an L2 learner is having in the course of their learning the target-language.
Social distance, as Rod Ellis notes, concerns the extent to which individual learners can identify themselves
with members of the TL group and, thereby, can achieve contact with them.
Schumann identifies eight factors that influence social distance:
1. Social dominance
2. Integration pattern
3. Enclosure
4. Cohesiveness
5. Size factor
6. Cultural congruence
7. Attitude factor
8. Intended length of residence.
Psychological distance is the extent to which individual learners are at ease with their target-language learning
task. Schumann identified three factors that influence psychological distance:
1. Motivation
2. Attitude
3. Culture shock
Schumann later sought to extend the acculturation model by assessing contemporary cognitive models for
second language acquisition, including Barry McLaughlin’s cognitive theory.
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Good Sides of the Acculturation Model
• Emphasizes the importance of cultural factors: The acculturation model highlights the role of
culture in language learning, which is often overlooked in other models.
• Recognizes the social and psychological aspects of language acquisition: It acknowledges that
language learning is not solely a cognitive process but also involves social and emotional factors.
• Provides a framework for understanding individual differences: The model helps to explain why
some learners are more successful in acquiring a second language than others.
Bad Sides of the Acculturation Model
• Oversimplifies the relationship between culture and language: The model may not fully capture
the complex and nuanced relationship between these two factors.
• Can be culturally biased: The model may be more applicable to certain cultural contexts than others,
potentially leading to biased interpretations.
• May not account for all factors influencing language acquisition: While culture is undoubtedly
important, it is not the only factor that influences language learning.
Overcoming the Bad Sides of the Acculturation Model
To overcome the limitations of the acculturation model, researchers and educators can:
1. Combine it with other models: Integrating the acculturation model with other theoretical
frameworks, such as sociocultural theory or cognitive linguistics, can provide a more comprehensive
understanding of language acquisition.
2. Consider individual and contextual factors: It is important to recognize that the acculturation
process varies greatly from individual to individual and is influenced by a variety of factors, including
age, motivation, and learning environment.
3. Promote intercultural understanding: By fostering intercultural understanding and respect,
educators can create a more supportive and inclusive learning environment for second language
learners.
In conclusion, the acculturation model proposed by John Schumann offers valuable insights into the intricate
relationship between cultural integration and second language acquisition. By emphasizing social and
psychological factors, the model highlights the importance of cultural context in language learning. However,
its limitations, such as oversimplification and potential cultural bias, necessitate a more nuanced approach.
Combining the acculturation model with other theoretical frameworks and considering individual differences
can lead to a deeper understanding of language acquisition processes. Ultimately, fostering intercultural
understanding remains essential in creating supportive environments for learners navigating the complexities
of language and culture.
References
Brown, H. D. (1994). Principles of language learning and teaching (4th ed.). Prentice Hall Regents. 169–
70. ISBN 978-0-13-191966-2.
Ellis, R. (1994). The study of second language acquisition (2nd ed.). Oxford University Press. p. 231
Gardner, R. C. (1985). Social psychology and second language learning. Edward Arnold.
Schumann, J. H. (1978). The pidginization process: A model for second language acquisition. Newbury
House Publishers. pp. 367–79