The Relationship Between Acculturation And Social Identity Education Essay

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Last Updated: 30 Jun 2021
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This text explains about the relationship between socialization and societal individuality of EFL scholars. Culture and societal individuality are closely connected to each other and it is so of import to pay attending plenty to them. I think the acquisition of 2nd linguistic communication requires cultural every bit good as lingual competency every bit good as unrecorded within cultural context. By socialization, we mean the internal procedures of alteration that immigrant experience when they come into direct contact with the members of other civilization. The other point is about societal individuality theory states that people think, feel, and act as members of collative groups and civilizations. So, in this text I briefly explicate about these two of import factors in the procedure of EFL scholars.


Culture in 2nd linguistic communication instruction and learning indentifies excessively many aspects of civilization that influence SL scholars and instructors. It addresses the impact of civilization to interact, talk, build significance and write in a 2nd linguistic communication, while remaining within the socioculture paradigms particular to a peculiar linguistic communication and its talkers. ( Hinkle, 1999 )

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I think through the survey of other linguistic communications, pupils gain cognition and apprehension of the civilizations that use that linguistic communication ; in fact pupils can non truly maestro the linguistic communication until they have besides mastered the cultural contexts in which the linguistic communication occurs. Actually, a scholar does non truly larn a linguistic communication absolutely unless he/she learn about the civilization of mark linguistic communication. So, I think the of import point is that, all pupils and scholars must pay attending plenty to this point.

Linguists and anthropologists have long recognized that the signifiers and utilizations of a given linguistic communication reflect the cultural values of the society in which the linguistic communication is spoken. So, in my sentiment societal individuality of scholars can be made through this procedure. Linguistic competency entirely is non plenty for scholars of a linguistic communication to be competent in that linguistic communication (Krasner, 1999 ) . Language scholars need to be cognizant, for illustration, of the culturally appropriate ways to turn to people, express gratitude, make petitions, and agree or disagree with person. They should cognize that behaviours and modulation forms that are appropriate in their ain address community may be perceived otherwise by members of the mark linguistic communication address community. They have to understand that, in order for communicating to be successful, linguistic communication usage must be associated with other culturally appropriate behaviour. So, in my sentiment they should see plenty to the function of societal individuality and societal behaviour of themselves. In differentiation with personal individuality, societal individuality is basically a sense of belonging to a group, whether it is cultural, national, lingual, cultural or professional. All of these countries, among others, consist of the different constituents of our societal individuality. They can besides be referred to as different societal individualities.

So, 2nd linguistic communication acquisition involves the acquisition of a 2nd individuality. This creative activity of a new individuality is at the bosom of civilization acquisition, or what some might name socialization. (Brown, 2000 ) . This term can be defined loosely as the alteration that accurs within an person based on his or her interaction within two distinguishable civilizations. more specifically, Sam and Berry ( 1995 ) defined socialization  as a construct used to mention behavioral and psychological alterations that occur as a consequence of contact between people belonging to different civilization groups.


Models of Socialization

Based on thoughts proposed in some research ( e.g., Berry, 1970 ; Sommerlad & A; Berry, 1970 ), Sayegh and Lasry ( 1993 ) outlined three theoretical accounts for understanding the procedure of socialization: additive, bidimensional, and extraneous. Linear ( besides referred to as unidimensional ) theoretical accounts imply that the socialization position of immigrants is divided into two classes. In one class, the cultural values and beliefs of the group dissolve, or assimilate, into the host civilization. In contrast, persons in the other class retain their value system and independency, therefore being `` marginalized as inassimilable '' ( Sayegh & A; Lasry, 1993 ). In contrast, bidimensional theoretical accounts suggest that there is an interaction between the dimension of cultural or cultural individuality care and the dimension of dealingss between civilizations or groups.

Harmonizing to this theoretical account, four possible manners of socialization are possible: assimilation, integrating, marginalisation, and separation. Assimilation describes when an person from the cultural minority identifies wholly and entirely with the dominant or host civilization while rejecting their cultural individuality. Integration implies a province in which an person from the cultural minority retains strong traditions of their cultural group but besides identifies good with the dominant civilization. Marginalization refers to the happening of an cultural minority group rejecting or being uninvolved with either their cultural civilization or the dominant civilization. Separation is a theoretical account by which the cultural minority group identifies merely with their cultural group while excepting interaction with the dominant civilization. So, this classification must take into history.

Definition of Culture

The National Center for Cultural Competence defines civilization as an `` incorporate form of human behaviour that includes ideas, communications, linguistic communications, patterns, beliefs, values, imposts, courtesies, rites, manners of interacting and functions, relationships and expected behaviours of a racial, cultural, spiritual or societal group ; and the ability to convey the above to wining coevalss '' ( Goode, Sockalingam, Brown, & A ; Jones, 2000 ).

In its broadcast significance, civilization is a humanly created environment for all our ideas and actions. ( Tepperman et al 1994:1 ) .This is something all worlds portion and what distinguishes us from the carnal universe.

After reexamining some paper, I realized that for many people, civilization would intend art, literature, imposts and mundane life peculiar to a certain group.However, civilization besides include unseeable characteristics like beliefs, values, norms and attitudes.

The anthropological definition of civilization is besides shared by the other bookmans of the other Fieldss, including that of language. Lado ( 1986:52 ) writes in Linguistic Across Culture that civilization is synonymous with the `` ways of people ''; Chastain ( 1988:302 ) defines civilization as `` the manner people live '' and, harmonizing to Brown ( 2000:176 ), civilization is `` a manner of life ''.

Goals of Learning and Learning Civilization

When the chief purpose of foreign linguistic communication instruction is to develop pupils ' ability to pass on efficaciously and suitably in assorted state of affairss, the instruction of civilization should ease intercultural communicating and understanding.Seelye formulates what he himself calls a ace end for the instruction of civilization: '' All pupils will develop the cultural apprehension, attitudes, and public presentation accomplishments needed to work suitably within a section of another society and to pass on with the people socialized in that civilization. `` ( Seelye 1993:29 )

Chastain ( 1988:299-300 ) adds that in linguistic communication categories where intercultural apprehension is one of the ends, pupils become more cognizant of their ain civilization and knowing about the foreign civilization. In such categories, pupils learn to acknowledge cultural forms of behaviour and communicating and map within the parametric quantities with those new outlooks.

They learn that civilization daze is a normal reaction, and they anticipate ways to cover with new and uncomfortable state of affairss. The hope is that they will develop a greater tolerance for those whose values, attitudes, and beliefs are different from their and that they will learn to pull off alteration and growing successfully in their life-time (Damen, 1987 ).

Tomalin and Stempleski (1993:7-8) have modified See lye's ends of cultural direction.According to them, the instruction of civilization should assist pupils:

  • to develop an apprehension of the fact that all people exhibit culturally-conditioned behaviours
  • to develop an apprehension that societal variables such as age, sex, societal category, and topographic point of abode influence the manner in which people speak and behave
  • to go more cognizant of conventional behaviour in common state of affairss in the mark civilization
  • to increase their consciousness of the cultural intensions of words and phrases in the mark linguistic communication
  • to develop the ability to measure and polish generalisations about the mark civilization, in footings of back uping grounds
  • to develop the necessary accomplishments to turn up and form information about the mark civilization
  • to stimulate pupils ' rational wonder about the mark civilization, and to promote empathy towards its people
  • So, I think by utilizing these of import points, the pupils gain an of import end that may take them to be better in future.

Specifying a Cultural Course of Study

After reexamining some paper, all of them explains about an of import point which is that, cultural course of study. So, I feel it is better to advert here about that.The cultural course of study can be defined and classified utilizing different classs such as subjects, subject countries, and component of civilization and so on.

Subjects for Learning Civilization

The easiest manner to plan a cultural course of study is to roll up a list of subjects that are thought to be of import for or of involvement to pupil. Brooks ( 1986:124-128 ) represented his list including 62 subjects. For illustration music, repasts, medical specialty, festivals, avocations, athleticss, callings etc. However, I think, he claims that such a list is in no manner thorough and stesses that the scholars ' age and demands should be considered.

Chastain ( 1988:303-304) likewise to Brooks claims that pupils can add subjects with which they want to go familiar. In his list there are 37 subjects, including household, place, money, faith, vacation, apparels, good manners and non-verbal communicating. Chosen subjects can be grouped in to countries or classs.

Stern ( 1992:219-222 ) emphasizes six classs which an mean linguistic communication scholar is likely to necessitate topographic points, single individuals and manner of life, people and society in general, history, establishments and, fainally art, music, literature and other accomplishments. In syllabus design, Stern suggests that instructors should do a pick of a peculiar state where the linguistic communication is spoken.

Hasselgreen ( 2003:47-52 ) suggests a list of classs. These classs are based on pupil ' essay and hence, see their involvements. The subjects are centered on scholars ' intercultural abilities. These are the ability of get bying with day-to-day life activities, traditions and populating conditions, the ability to cover with societal conventions, assurance with the values, beliefs and attitudes of the foreign linguistic communication users, the ability to utilize verbal communicating agencies and in conclusion, the ability to utilize non-verbal linguistic communication ( e.g., body linguistic communication and facial looks ).

Ways of Teaching Culture

Authenticity of Stuff

These experiences are valuable for cultural understanding merely in so far as the duologue or dramatic reading dependably reflects behaviour in the mark civilization. Some text editions begin with duologues which reflect common, mundane experience of the pupils in their native civilization, on the rules that they will non happen this confusing since they recognize a familiar state of affairs behind the unusual signifiers.

Displaies, postings, bulletin boards, maps and realia can make a ocular and touchable presence of the other clture.students can besides do civilization wall charts which Hughes calls this technique the cultural island.

Using reliable beginnings from the native address community helps to prosecute pupils in reliable cultural experiences.

Furthermore ; there are many attacks which are utile for instructors in order to assist them to learn the 2nd civilization efficaciously.

The cultural aside is likely the most widely used attack to the instruction of civilization.A cultural aside is an unplanned, brief civilization remark. During the category, the instructor normally takes advantage of relevant subjects as they arise to give the pupils spots of cultural information. For illustration if the pupils have the word java, the instructor can distinguish between the java rummy in their state and that of the 2nd civilization and where and when people usually drink coffee. Nostrand ( 1974:298 ) calls the technique an incidental remark. I think this technique can be utile for pupils.

Another technique is slice-life which foremost suggested by Taylor in 1972; besides offered by Chastain in 1988 and Stern in 1992 is a technique when the instructor chooses a little section of life from the 2nd civilization that is presented to the pupils at the beginning or terminal of the category period.

The cultural learner is a brief description of a critical incident of cross-cultural interaction that may be misinterpreted by pupils. ( Henrichsen, 1998 ) .Cultural learners were originally designed for fixing Peace Corp voluntaries for life in a foreign environment.

The civilization Capsule is besides used to learn civilization. It is a brief description of one facet of the 2nd civilization followed by a treatment of the contrasts between the civilizations of the first and 2nd linguistic communications.

The typical behaviour of a talker of the linguistic communication in a specific state of affairs is analyzed into constituent parts about which the pupils are informed in several civilization capsules. These capsules are classroom presentations of the constituents of the behaviour through the screening of images or through action with any necessary cultural objects. Subsequently, the pupils act out a scene into which is integrated what they have learned in the capsules.

Some instructors use mini play to assist pupils visualise civilization content. Harmonizing to Chastain ( 1988 ) in this attack pupils incorporate the civilization being learned into their actions as they perform in selected state of affairss.

See lye ( 1993:71 ) stresses that the instructor has to set up a non-judgment ambiance during the treatment. It is besides of import for the instructor to utilize the right inquiries.

Another technique for learning civilization is the self-awareness technique. It serves to raise to consciousness those basic beliefs that govern their values, attitudes, and actions and to enable pupils to get down to understand the function of civilization in society and in single lives. Teachers may utilize sensitiveness exercising, self-assessment questionnaires, job resolution, profiles of personal attitudes, checklists of value orientations, or listening to the sentiments of others as an agency of increasing their consciousness of their ain cultural orientation ( Damen, 1987 ).

Chastain claims that the manner people use the 2nd linguistic communication to show themselves reflects the manner they organize world and instructors can research the linguistic communication and civilization connexions that occur in category.

Film and telecasting sections offer pupils an chance to witness behaviors that are non obvious in texts. The film is frequently one of the more current and comprehensive ways to encapsulate the expression, feel, and beat of a civilization. Film besides connects pupils with linguistic communication and cultural issues at the same time ( Stephens, 2001 ), such as picturing colloquial timing of turn-taking in conversation.

Harmonizing to Wilga ( 1981 ) vocals, dances, images, advertisements utilizing the Bulletin Board, intelligence, are besides utile activities which help instructors to learn civilization in category. So by utilizing these techniques, the scholars who are immigrants and travel into another state, can ease their capabality in order to go familiar with the civilization of another state. After a piece, their social individuality will determine their personality, so these two of import factors can be matched through utilizing these techniques.


Here, I want to reason some subdivisions. As an of import point, the thought of teaching civilization is nil new to 2nd linguistic communication instructors. In many instances, learning civilization has meant concentrating a few lessons on vacations, customary vesture, common people vocals, and nutrient. While these subjects may be utile, without a broader context or frame they offer small in the manner of enriching lingual or societal insight-especially if an end of linguistic communication direction is to enable pupils to work efficaciously in another linguistic communication and society. After reading some documents, if I want to look critically to this point, understanding the cultural context of daily colloquial conventions such as salutations, farewells, signifiers of reference, thanking, doing petitions, and giving or having regards means more than merely being able to bring forth grammatical sentences. I think it means cognizing what is appropriate to state to whom, and in what state of affairs, and it means understanding the beliefs and values represented by the assorted signifiers and uses of the linguistic communication.

Culture must be to the full incorporated as a critical constituent of linguistic communication acquisition. Second linguistic communication instructors should place cardinal cultural points in every facet of the linguistic communication that they teach. Students can be successful in talking a 2nd linguistic communication merely if cultural issues are a built-in portion of the course of study. And the last point is that Acculturation should be achieved as integrating, which means that both ain civilization and host civilization are seen as possessing value as themselves. Acculturation and societal individuality so are closely connected to each other.

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