GACE ESOL 619: Cultural Aspects

Here are definitions of these terms with regard to cultural aspects of second language acquisition (SLA):

### 1. Sapir-Whorf Hypothesis

- This hypothesis posits that the language people speak influences their thoughts, perceptions, and worldview. In SLA, it implies that learning a new language might involve adapting to a new way of seeing the world, shaped by the cultural and social norms embedded within the language.

### 2. Linguistic Determinism

- A strong version of the Sapir-Whorf Hypothesis, linguistic determinism suggests that language determines thought. In SLA, this concept implies that second language learners may encounter limitations or shifts in thought processes when switching between languages, especially when language structures differ significantly.

### 3. Linguistic Relativism

- A weaker version of the Sapir-Whorf Hypothesis, linguistic relativism suggests that language influences, but does not entirely determine, thought. In SLA, linguistic relativism highlights how learners may interpret the world differently as they acquire vocabulary, idioms, and expressions unique to a new culture.

### 4. Individualism

- This cultural orientation emphasizes personal autonomy, self-reliance, and individual achievement. In SLA, learners from individualistic cultures may value personal accomplishment and self-expression, which can impact their classroom behavior and language use, favoring directness and self-promotion.

### 5. Collectivism

- This cultural orientation values group harmony, cooperation, and collective success. In SLA, learners from collectivist cultures may prioritize group activities, respect for teachers, and indirect communication, impacting their language use and classroom interactions.

### 6. High-Context Cultures

- In high-context cultures, much of the communication relies on context, nonverbal cues, and implied meanings rather than explicit words. SLA students from high-context cultures may struggle with direct communication styles and may find indirect expressions more comfortable.

### 7. Low-Context Cultures

- In low-context cultures, communication is direct, explicit, and relies on spoken or written words. SLA students from low-context cultures may expect direct feedback and clear instructions, finding indirect communication confusing or lacking in clarity.

### 8. Monochronic

- This concept refers to cultures that view time linearly, valuing punctuality, schedules, and task-oriented activities. Monochronic learners might approach SLA with structured routines and prefer organized learning environments.

### 9. Polychronic

- Polychronic cultures are more flexible with time, viewing it as fluid and prioritizing relationships over schedules. Polychronic learners may favor a less rigid approach to SLA and may prioritize social interactions over strict adherence to time schedules.

### 10. Acculturation

- Acculturation is the process by which individuals adapt to a new culture while maintaining aspects of their original culture. It’s key in SLA, as students go through stages that affect their openness to language learning and cultural adaptation.

1. Honeymoon Stage: Initial fascination and excitement with the new culture, often boosting motivation for language learning.

2. Hostility Stage: Frustration or culture shock as the learner encounters cultural differences or language difficulties.

3. Humor Stage: Adjustment period where the learner begins to understand cultural nuances and can appreciate or laugh at previous misunderstandings.

4. Home Stage: The learner feels comfortable in the new culture and can navigate it competently, often resulting in higher confidence and language proficiency.

### 11. SIFE (Students with Interrupted Formal Education)

- SIFE are students who have had limited or inconsistent access to formal education, often due to factors like migration, conflict, or poverty. In SLA, these students may have gaps in foundational language and literacy skills, impacting their pace of learning and requiring additional support.

### 12. Migration

- Migration is the process of moving from one place to another, which may be temporary or permanent. For SLA, migration influences learners’ motivations, as they may need to acquire a new language to integrate, communicate, or find employment in their new environment.

### 13. Immigration

- Immigration refers specifically to relocating to a new country with the intention of permanent settlement. For SLA, this often means learners are in environments where the new language is essential for daily life, employment, and social integration, which may heighten the need and motivation for language acquisition.