Acculturation Strategies of Indigenous Students in Learning English: A Qualitative Inquiry
https://doi.org/10.54012/jcell.v3i2.230
Abstract views: 348
PDF downloads: 326
Keywords:
acculturation, descriptive qualitative, indigenous learners, social and psychological distance, in-depth and focus group discussion, PhilippinesAbstract
This qualitative descriptive study aimed to identify the factors that contribute to social and psychological distance of indigenous English learners, their strategies to reduce these factors, and their insights about acculturation. To this end, ten indigenous English major students at the University of Mindanao were interviewed. Through thematic analysis, findings revealed that the factors involved in the social distance of the participants were incongruence and dissimilarity between 2LL and TL group, negative attitudinal orientation towards the TL group, and cohesiveness of the 2LL group, while the psychological factors were language shock, high affective filter, and ego permeability. To address these factors, the participants implemented the following strategies: positive intergroup relationship, accommodation of the TL, perceptual distortions in favor of outgroup vitality, cultivation of positive self-image, and development of TL skills. In terms of the insights of the participants, this study observed empowerment of indigenous community, enhancement of exposure to second language input, instructional scaffolding in L2 teaching, implementation of intercultural approach, immersion to the outgroup, and alleviation of affective filter. The results evinced how the acculturation dilemmas faced by indigenous English learners prevented effective second language acquisition. From this, appropriate solutions may be formulated to ensure successful acculturation in the classroom.
Downloads
References
Abdelkader, M., & Amine, D. M. (2017). Exploring students’ attitudes towards learning English as a foreign language. https://aleph.edinum.org/1090
Abdelkader, M., & Amine, D. M. (2017). Exploring students’ attitudes towards learning English as a foreign language. https://aleph.edinum.org/1090
Abdumalikova, F. (2020). Role of self-esteem in second language oral and written performance. International Journal of Innovations in Engineering Research and Technology, 7(12), 29-32.
Abolfazli, Z., & Sagedhi, K. (2017). Improving English language learners’ idiomatic competence: does mode of teaching play a role? Iranian Journal of Language Teaching Education, 5(3), 61-79. https://www.researchgate.net/publication/322987538_Improving_English_Language_Learners'_Idiomatic_Competence_Does_Mode_of_Teaching_Play_a_Role
Achieng, S. A. (2021). “Excuse my misunderstanding”: using intercultural approach to teach English as a foreign language in France. International Journal on Social and Education Sciences, 3(4), 696-709. https://doi.org/10.46328/ijonses.230
Ahamefule, L. (2019). The acculturation model in second language learning: a cross-linguistic study of a group of English-speaking Nigerian immigrants learning German as a second language in Germany. https://doi.org/10.15123/uel.86y3v
Ahn, S. (2017). What motivates international students to acculturate? Exploring acculturative beliefs using the theory of planned behavior as framework. https://dc.uwm.edu/etd/1568
Alam, R., Jahan, S., Milon, R. K., Ansarey, D., Umar, S., & Hadi, F. A. (2021). Accelerating learners’ self-confidence level in second language acquisition: a qualitative study. Quality Index Research Journal, 2(3), 141-153. https://search.crossref.org/?q=icrrd&from_ui=yes
Al-halawachy, A. (2019). Immersion learning: what, how, and for what purpose? https://www.researchgate.net/publication/337732026_Immersion_Learning_What_How_and_for_what_purposes
Almohaimeed, M. S., & Almurshed, H. M. (2018). Foreign language learners’ attitudes and perceptions of L1 use in L2 classrooms. Arab World English Journal, 9(4), 433-446. https://dx.doi.org/10.24093/awej/vol9no4.32
Araujo, L. (2020). Cuban immigrants’ experience with acculturation and how they cope in the United States. https://digitalcommons.nl.edu/diss/541
Asgari, M., Ketabi, S., & Amirian, Z. (2019). Interest-based language teaching: enhancing students’ interest and achievement in L2 reading. Iranian Journal of Language Teaching Research, 7(1), 61-75. https://files.eric.ed.gov/fulltext/EJ1201792.pdf
Bao, Y., & Liu, S. (2021). The influence of affective factors in second language acquisition on foreign language teaching. Open Journal of Social Sciences, 9(3), 463-470. doi:10.4236/jss.2021.93030.
Byram, M., & Wagner, M. (2018). Making a difference: language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140-151. https://doi.org/10.1111/flan.12319
Charness, G., & Chen, Y. (2020). Social identity, group behavior, and teams. Annual Review of Economics, 12(1), 691-713. https://doi.org/10.1146/annurev-economics-091619-032800
Chen, R., Iqbal, J., Liu, Y., Zhu, M., & Xie, Y. (2022). Impact of self-concept, self-imagination, and self-efficacy on English language learning outcomes among blended learning students during COVID-19. Frontier Psychology, 13(1). https://doi.org/10.3389/fpsyg.2022.784444
Clement, R., & Norton, B. (2020). Ethnolinguistic vitality, identity, and power: investment in SLA. Journal of Language and Social Psychology, 40(1), 154-171. https://doi.org/10.1177%2F0261927X20966734
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
Dincer, A., & Yesilyurt, S. (2017). Motivation to speak English: A self-determination theory perspective. PASAA: Journal of Language Teaching and Learning in Thailand, 53(1), 1–25.
Falavarjani, M. F., & Yeh, C.J. (2018). The impact of acculturation identification and acculturative stress on creativity among Iranian immigrants living in Malaysia. https://doi.org/10.1080/1369183X.2017.1366301
Findor, A., Lasticova, B., Hruska, M., Popper, M., & Varadi, L. (2020). The impact of response instruction and target group on the BIAS map. Frontier Psychology, 11(1), 1-17. http://dx.doi.org/10.3389/fpsyg.2020.566725
Gallagher, K. (2020). The importance of scaffolding for ESL learners. https://www.graduateprogram.org/2020/01/the-importance-of-scaffolding-for-esl-learners/#:~:text=A%20concise%20but%20accurate%20definition,mastery%20of%20skills%20and%20tasks.
Ghebrekidan, S. (2018). Acculturation and belongingness: The keys to international student satisfaction. https://openprairie.sdstate.edu/etd/2949
Habok, A., & Magyar, A. (2018). The effect of language learning strategies on proficiency, attitudes, and school achievement. Frontier Psychology, 8(1). https://doi.org/10.3389/fpsyg.2017.02358
Halse, C. (2018). Theories and theorising of belonging. http://dx.doi.org/10.1007/978-3-319-75217-4_1
Han, L., Berry, J. W., & Zheng, Y. (2016). The relationship of acculturation strategies to resilience: the moderating impact of social support among Qiang ethnicity following the 2008 Chinese earthquake. PLoS One, 11(10) https://doi.org/10.1371%2Fjournal.pone.0164484
Houdlette, T. (2018). The importance of mutual cultural understanding. https://mainecampus.com/2018/11/the-importance-of-mutual-cultural-understanding/
Joy, B., & Gopal, B. (2017). A review on acculturation and adaptation strategies of migrants. International Research Journal of Commerce, Arts, and Science, 8(1), 131-138.
Kojima, T. (2020). Social support for international students in foreign language classroom communities of practice. IAFOR Journal of Education: Undergraduate Education, 8(3), 25-40. https://files.eric.ed.gov/fulltext/EJ1272502.pdf
Kotkot, M. B. (2019). Teaching students to have a healthy self image. https://eflmagazine.com/teaching-students-to-have-a-healthy-self-image/
Lamar, C. (2018). An exploratory study of acculturation experiences of graduate student immigrants at the University of San Francisco. https://repository.usfca.edu/thes/1163/
Leano, A., Rabi, N. M., Piragasam, G. A. (2019). Speaking difficulties of Philippine indigenous learners in English semantics. Southeast Asia Early Childhood Journal, 8(2), 16-27. http://ejournal.upsi.edu.my/index.php/SAEC
Li, W. (2022). Resilience among language learners: the roles of support, self-efficacy, and buoyancy. Frontier Psychology, 13(1). doi: 10.3389/fpsyg.2022.854522
Liu, Y., & Dong, Y. (2019). Shared experiences and resilience of cultural heritage: Chinese students’ social interaction with non-host nationals in the United States. Journal of International Students, 9(1), 111-128. https://doi.org/10.32674/jis.v9i1.263
Ma, K., Pitner, R., Sakamoto, I., & Park, H. Y. (2020). Challenges in acculturation among international students from Asian collectivist cultures. Higher Education Studies, 10(3), 34-43. https://doi.org/10.5539/hes.v10n3p34
Macintyre, P., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1), 61-88. http://dx.doi.org/10.14746/ssllt.2017.7.1.4
Makhanya, T., & Zibane, S. (2020). Students’ voices on how indigenous languages are disfavoured in South African higher education. Language Matters, 51(1), 22-37. https://doi.org/10.1080/10228195.2020.1711533
Meniado, J. C. (2018). Second language acquisition: the case of Filipino migrant workers. Advances in Language and Literary Studies, 10(1), 47-57. https://files.eric.ed.gov/fulltext/EJ1216980.pdf
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: a methods sourcebook. Sage Publications Inc.
Moutafov, K. (2018). Overcoming language barriers and culture shock. https://blog.foster.uw.edu/overcoming-language-barriers-culture-shock/
Nishimura, F., & Umeda, K. (2016). Benefits and issues: visitor sessions with pre-intermediate learners of Japanese. https://researchcommons.waikato.ac.nz/bitstream/handle/10289/11912/benefits%20and%20issues.pdf;jsessionid=116C589BF5715E4F527AEF6EFAA6841F?sequence=41
Nuri, M. A. (2018). Schumann’s acculturation theory. What are the components of the social and psychological distances? How are these elements related with naturalistic or untutored second language acquisition? http://www.literary-articles.com/2018/05/schumanns-acculturation-theory-what-are.html
Pinnegar, S. E., & Teemant, A. (2019). Schumann’s acculturation model. https://edtechbooks.org/language_acquisition/variability_summary_c
Ragoonaden, K., Mueller, L. (2017). Culturally responsive pedagogy: indigenizing curriculum. Canadian Journal of Higher Education, 47(2), 22-46.
Rambaud, S., Collange, J., Tavani, J. L., & Zenasni, F. (2021). Positive intergroup interdependence, prejudice, outgroup stereotype and helping behaviors: the role of group-based gratitude. International Review of Social Psychology, 34(1), 10. http://doi.org/10.5334/irsp.433
Rofiah, N. L., Abasha’ar. M. Y., Waluyo, B. (2021). Digital divide and factors affecting English synchronous learning during COVID-19 in Thailand. International Journal of Instruction, 15(1), 633-652. http://dx.doi.org/10.29333/iji.2022.15136a
Sankaravelayuthan, R. (2020). Lexical gaps and untranslatability in translation. https://www.researchgate.net/publication/342493281_Lexical_Gaps_and_untraslatability_in_Translation
Savini, C. (2021). 10 ways to tackle linguistic bias in our classrooms. https://ncte.org/blog/2021/02/10-ways-tackle-linguistic-bias-classrooms/
Schumann, J. (1986). An acculturation model for second language acquisition. Journal of Multilingual and Multicultural Development, 7(5), 379-392. https://doi.org/10.1080/01434632.1986.9994254
Seah, K. (2018). Do you speak my language? The effect of sharing a teacher’s native language on student achievement. https://repec.iza.org/dp11685.pdf
Smith, R. K. (2018). Second language speaking and intercultural friendship formation in study abroad: experiences and perspectives of international students in the USA. https://doi.org/10.1007/978-3-319-77134-2_1
Spina, C. (2021). Lowering the affective filter in classrooms. https://www.teachbetter.com/blog/lowering-the-affective-filter-in-classrooms/
Stevenson, H. C. (2017). Racial empowerment collaborative helps families confronting racism. https://www.gse.upenn.edu/news/racial-empowerment-collaborative-helps-families-confronting-racism
Stringer, T. (2018). Input enhancement techniques: a critical summary of the literature. Language and Culture: The Journal of the Institute for Language and Culture. http://doi.org/10.14990/00003093
Sung, C. (2022). Towards an acceptance of the ideology of English as a lingua franca in Hong Kong. https://www.cambridge.org/core/journals/english-today/article/abs/towards-an-acceptance-of-the-ideology-of-english-as-a-lingua-franca-in-hong-kong/DE8E6A13537165CA6B420F41D4919F76
Supriyuno, Y., Dewi, N., & Saputra, Y. (2020). English immersion program in EFL setting:A modified model, implementation, and effectiveness. Journal of English Education and Linguistics Studies, 7(1), 137-160. DOI: 10.30762/jeels.v7i1.1767
Vanegas, M., Restrepo, J. J., Zapata, Y. A., Rodriguez, G. J. (2016). Linguistic discrimination in an English language teaching program: voices of the invisible others. Ikala Revista de Lenguaje y Cultura, 21(2), 133-151. http://dx.doi.org/10.17533/udea.ikala.v21n02a02
Verhey, C. (2019). Those “other” hypotheses: the affective filter hypothesis. http://blog.teachersdiscovery.com/spanish/those-other-hypotheses-the-affective-filter-hypothesis/
Vicente, H. O. (2019). Life in the United States for the Guatemalan Maya. Maya America. Journal of Essays, Commentary, and Analysis, 1(1), 1-8. https://digitalcommons.kennesaw.edu/
Wilches, J. A., Ortiz, J., & Gutierrez, C. (2018). Indigenous students learning English in higher education: What are the challenges? Ikala Revista de Lenguaje y Cultura, 23(2), 229-254. https://doi.org/10.17533/udea.ikala.v23n02a03
Williams, D. (2019). How culture is important to language learning. https://toppandigital.com/us/blog-usa/culture-important-language-learning/
Xie, Q. (2017). Investigating the target language usage in and outside business English classrooms for non-English major undergraduates at a Chinese university. Cogent Education, 4(1), DOI: 10.1080/2331186X.2017.1415629
Zakarneh, B. (2018). Language ego as barrier in English language acquisition among Arab university students. British Journal of English Linguistics, 6(3), 40-55.
Zhang, H., Dai, Y., & Wang, Y. (2020). Motivation and second foreign language proficiency: the mediating role of foreign language enjoyment. Sustainability, 12(1), 1-13.
Zhang, X. (2022). The role of EFL teachers’ emotioncy in preventing students’ boredom and pessimism. Frontiers in Psychology, 13(1). https://doi.org/10.3389/fpsyg.2022.880234
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Jiki Clarice Dedel , Gywneth Jane Harani , Freizel Ann Plaza, Christian Jay O. Syting
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
