Social Factors in Second Language Acquisition: Age, Gender, Class, and Identity
Unit 5: Social Psychological Theories and Second Language Acquisition (SLA)
Age
The age of a learner can significantly impact their second language acquisition. Younger and older speakers tend to use non-standard forms in their native speech, while middle-aged speakers are more likely to adhere to standard forms due to social pressures and mainstream values.
Children often acquire accent-free accents in a second language due to their openness to external norms and lack of established identity stereotypes. Adolescents and older learners, on the other hand, may retain foreign accents due to identity concerns.
Sex/Gender
Research suggests that men may use more non-standard forms, while women tend to adopt incoming prestige forms and exhibit more linguistic innovation. Women may excel in second language learning due to their openness to new linguistic forms and positive attitudes towards language learning.
Social Class
Socioeconomic background plays a role in second language acquisition. Studies show that children from middle-class homes often outperform those from lower and working-class backgrounds. Access to resources and educational opportunities can influence language learning outcomes.
Ethnolinguistic Identity
The relationship between language and ethnic identity is complex and can influence second language acquisition in several ways:
- Normative View: Cultural distance between the native language and the target language can impact language learning outcomes.
- Socio-structural View: Ethnolinguistic identity theory suggests that individuals may adopt different linguistic strategies depending on their social context and group membership.
- Social-psychological View: Attitudes towards the target language and culture can influence language learning motivation and success.
Lambert’s concepts of additive and subtractive bilingualism highlight the importance of maintaining the native language while acquiring a second language.
Ethnolinguistic Vitality
Ethnolinguistic vitality refers to the strength and cohesiveness of a language community. High ethnolinguistic vitality can lead to resistance to second language acquisition, while low vitality may facilitate language learning.
The Acculturation Model
Schumann’s Acculturation Model explains second language acquisition in terms of social and psychological distance between the learner and the target language community. Factors such as social dominance, cultural congruence, and psychological factors like motivation and anxiety influence language learning outcomes.
The Intergroup Model
The Intergroup Model examines the conditions under which minority group members acquire the language of the dominant group. Factors such as ethnolinguistic vitality, group identity, and perceived social boundaries play a crucial role in language learning success.
Both the Acculturation Model and the Intergroup Model provide valuable insights into the complex interplay of social factors in second language acquisition.