Second Culture Acquisition - Research Paper Example

SECOND CULTURE ACQUISITION By 16th April, Section A Subsection one: A general overview of the lit review topic Language learning opens the door for introduction of another culture. Therefore, language educators have two distinct roles of educating language and exposing the culture that the language originates from. Language learning helps in advancing interaction between people of different cultures and thus enhances the interdependent in all aspect of our lives. Therefore learning a second language and culture is an important adventure to human being who travel from one country to another (Second Language Acquisition and Cultural Diversity). The world is comprised of people of different languages and culture and thus people have different orientation which requires them to learn a second language. There are many ways which people learn their second language different from conventional education system. The understanding of interpersonal communication and cognitive language proficiency demonstrates how people get to know a second language and culture. Interpersonal; involves the basis conversation that people use to communicate in real-life situations. The use of this form of language is done by Native English speakers in their informal conversations (Second Language Acquisition and Cultural Diversity). Moreover, second language learners develop conversational skills in a span of two years and thus learn to interact with native speakers and other people who understand English language. Scholars argue that cognitive language proficiency or academic English take more time than interpersonal communication skills. It takes an average of five to ten years for learner to know how to write, read and learn contents written in a second language. However, people with high proficiency in interpersonal skills do not always know how to write and read and caution should be taken to ensure that people acquire both interpersonal and academic English (Second Language Acquisition and Cultural Diversity). Language experts argue that there numerous variables that are involved in learning a second language and the most effective methods and approaches should be taken in teaching the language. The social factors of second language learners play a big role in determining how fast a person acquires the aspects of the language. Moreover, cultural factors, age, education background and parental attitudes determine the acquisition of a second language (Second Language Acquisition and Cultural Diversity). Second language acquisition is influenced by acculturation and culture shock. The difference in cultural experience between a person’s first languages culture and the culture of a second language make it difficult to grasp language aspect fast enough. In addition, learning of a second language is also affected by individual’s social distance and anxiety while learning English to be a second language. Acculturation & Cultural shock in learning English as a second language Language is part of a community culture, and it is not only found in cultural forms and products, but also in the lives of the people who share the products and the forms. Therefore, to understand English as a second language a person does not only interact with superficial aspects, but has to learn the language because it is inseparable from culture. In this regard, therefore, acculturation is the process through which people acquires a culture when exposed to a different culture than which one is born in. Therefore, acculturation means acquiring a second language because language acquisition is culture acquisition (Spackman). Acculturation is also defined a way of adjusting to new culture (Diaz-Rico & Weed, 2006). Culture shock involves is cause by cultural difference that frustrates second learners of English language. For example, the Japanese culture is hierarchical and its language reflects these aspects (Spackman). However, the American and British English does not have the hierarchical aspects and Japanese suffer from culture shock as a result. The Japanese language lacks a word that correspond to the English word ‘brother’ rather the Japanese use several words to distinguish people as older or younger as well as in different times (Spackman). Japanese has to use a different form to address a brother and other words when taking about a brother with someone else (Spackman). Therefore, the English language contains many words that do not translate to other cultures language. In Japan, it is people are referred by their profession or title they hold in the society rather than using their name (Spackman). Consequently, a Japanese student would experience a culture shock when other student refers their teachers with her or his name rather calling him or her ‘teacher’ (Spackman). This demonstrates how deeply language is manifested in a society’s culture (Brown H. , 2007). Social distance and anxiety in learning English as a second language Pappamihiel in his article talk of Pablo, an English language learner (ELL) (Pappamihiel, 2002). He says that Pablo has taken a whole month without participating in class. According to Pappamihiel, Pablo often talks to his peers and his teachers have talked to him to know why he does not participate in classroom discussions (Pappamihiel, 2002). However, Pablo knows the basic of English language and has passes his class by meeting minimum qualification for to join mainstreamed system. Pablo though he is supported by teacher because him being a second language student he does not interact with native English students. Moreover, even when he is placed with U.S. born students who understand and speak fluent English and Spanish, he chooses to remain alone. This phenomenon experienced by Pablo is not rare to English as a second language student, but is a problem caused by anxiety among students learning English as their second language. (Pappamihiel, 2002). Student learning English as a second language has so many challenges including lack of cognitive skills in the English language. Moreover, they do not have a teacher to engage them in the aspects of acquiring skills needed to transform their fear so they can overcome anxiety disorders. Teachers of languages do concentrate in impacting on English proficiency and thus overlook the anxieties experienced by students in the mainstream classes (Pappamihiel, 2002). Anxieties among students of English as a second language lead to establishment of social distance (Pappamihiel, 2002). Student withdraws from other students who are proficient in the English language for fear of ridicule and embarrassment. Section B How to Teach Intercultural Competence Intercultural competence is the knowledge, attitude and skills that help people to get along with, learn and work with individuals from different cultures (Brown, 2000). Student should be taught about the cultural background of the language they are learning through short stories that introduce the way of life and different experiences of a people. This would help the student to interact with the authors of a foreign language. Instructors are encouraged to include comprehensive inputs while teaching languages. This involves teachers creating enabling environment that is not difficult for the student to learn into. The learning materials should be appropriate for the language and developmental to match the student’s level of mastery (Brown, 2000). Moreover, teachers of second language should provide commentary on the study of a second language to encourage critical thinking. Thorough commentaries student identifies themselves with event and culture of a second language that they are learning. Student should also be left to learn from each other in group work to exercise what they have already learned over a period of time. Teachers should also build opportunities where they share learning experiences among the peers and the challenges that they face as well as positive attributes of the new culture. Student should also be encouraged to volunteer in community work to expose them to real activities of a different culture and interact with the people to learn even more of what they learn in class (Brown, 2000). How to teach “BICS & CALP” Cummins Theory Cumming says that there are two different type of language proficiency, the Basic Interpersonal Communication Skills and Cognitive Academic Language. Cummins argues that BICS are the outward skills and include listening and speaking. Moreover, BICS are easily acquired by students who has a background of English language or who interact with native speakers more frequently. Instructors, therefore, should expose second language acquisition students to firsthand experience to acquire Basic Interpersonal Communication Skills. Cognitive Academic Language Proficiency help children to cope with all the demand of academic subjects placed upon a child when he or she is introduced in school. Cumming says that child’s and second language acquisition student takes 5-7 years to acquire academic language to the level of the native speakers (Díaz-Rico & Weed, 2010). However, it takes two years for children to speak fluent with the native speaker of English language. Therefore, BICS are easily acquired, but this does not mean that students have grasped the Cognitive Academic Language Proficiency. Teachers of language, therefore, should differentiate the ability of speaking with skills of reading and understanding academic languages in science and other subjects (Díaz-Rico & Weed, 2010). BICS are more them spoken words and includes social cues such as a smile, wave to another person while walking down the street or even a ‘thumbs up’ from a teacher in appreciation of a good work. However, CALP involves more complex processes like analyzing and categorizing of language skills in a particular subject. In order to develop BICS, teachers should allow the student to socialize more during school day in tea break, lunch break and the playground. This would ensure that English Language learners do not struggle to develop the basic language skills (Díaz-Rico & Weed, 2010). Teachers take time and thought to internalize CALP development for English Language Learner. It requires more than content to teach and other things such as visuals and realia important in teaching. Diagram and other visuals aids student understand the concept that they are being taught. Therefore, abstract topic requires graphs, charts and pictures to help develop CALP easily and enable the student to analyze critically any other available resources (Díaz-Rico & Weed, 2010). Conclusion Second Culture Acquisition is an important adventure because it helps people from diverse culture interact and share experiences in the global platform. People understand each other better when they understand other people language and culture and thus minimize the incidences of culture shock. Moreover, international business requires that people communicate in a language that they both understand and this had made learning for a second language a profitable engagement. References Brown, H. (2007). Principles of language learning and teaching. New York, White Plains: Longman. Brown, H. D. (2000). Principles of Language learning and teaching. New York: Longman. Diaz-Rico, L., & Weed, K. (2006). The crosscultural, language, and academic development handbook 93rd ed.). Boston: Allyn and Bacon. Pappamihiel, E. N. (2002, February). English as a Second Language Students and English Language Anxiety: Issues in the Mainstream Classroom. Research in the Teaching of English, pp. 327-355. Second Language Acquisition and Cultural Diversity. (n.d.). Retrieved April 12, 2014, from Vermont Government: http://education.vermont.gov/documents/guide_94_02.pdf Spackman, C. L. (n.d.). Culture and Second Language Acquisition. Retrieved April 12, 2014, from http://www.osugisakae.com/tesol/matesol-papers/spackman-culture-and-sla.pdf Read More