Schumann’s Acculturation Model

Schumann's Acculturation Model

Consider how these social and psychological factors affect the extent of the learner’s capacity to learn his or her second language (L2).  Schumann asserts that the more distance created between the L2 learner and his or her target language (TL) culture by such factors, the less contact s/he will have with the TL culture and thus the lower will his or her expected L2 proficiency be. Furthermore, he considers the social factors to be the prime influences; the psychological factors come into play and become the deciding factors only in situations where the combined social factors create neither positive nor negative circumstances for the learner.  Which outcomes of each of these factors make for a bad learning situation and which ones for a good learning situation? Consider as many as apply to your group’s learner testimonial.

Social Distance Factors

Social dominance: Is the learner’s native group dominant to, equal to, or subordinate to the TL group, politically, economically, and/or socially?

Integration pattern: Does the learner assimilate - reject first language (L1) identity for the TL culture identity, acculturate – take on some values of the TL culture without giving up his core L1 identity – or completely preserve his or her own values and lifestyles with no acceptance of TL values/lifestyles? Does the TL group want integration?

Enclosure: Does the L2 group share the same social facilities with the L2 learner, or different social facilities (less opportunity for contact between groups)?

Cohesiveness: Does the L2 learner mix with other linguistic groups or does s/he only socialize with members of his own ethnic group?

Size of learner’s L1 community: Are there many members of the learner’s ethnic group in his or her surroundings, so that s/he has less of a chance or willingness to mix with the members of the TL culture, or is s/he forced to mix with members of the TL culture because his or her ethnic group’s community is small in number?

Culture congruence between native and target cultures: How large of a cultural gap is there between the L2 learner’s culture and the TL culture?

Attitude: Does the L2 learner think of the TL group in a positive way or a negative way? Does the TL group think of the L2 learner’s ethnic group in a positive or a negative way?

Intended length of residence: Is the L2 learner in the TL culture for the long haul (must psychologically adjust to the TL culture) or does s/he intend to stay for only a short period of time (and therefore doesn’t feel the need to psychologically detach himself or herself from his or her native culture and acculturate/assimilate into the TL culture?

Psychological Distance Factors

Language shock: Is the L2 learner willing to take risks in using the L2, or does s/he fear that s/he will look comic in using the L2 and thus is reluctant to approach it?

Culture shock: Does the L2 learner feel only slightly or greatly anxious and disoriented upon entering a new culture (or not at all)?

Motivation: Does the L2 learner have integrative motivation (most important) or instrumental motivation in learning the L2, and to what extent does this affect his or her proficiency?

Ego permeability: Is the learner flexible or rigid (unwilling to bend) in bending to the norms of the TL culture? To what extent is this true?