LCI FIXXXXXX (1) MMMM

LANGUAGE, CULTURE, AND
IDENTITY
7th Group:
Berliana Sukma Tri Sukarno (P2A423002)
Sri Ade Fitria (P2A423006)
LANGUAGE, CULTURE, AND IDENTITY
LANGUAGE CULTURE IDENTITY
Language is product of culture, they Culture is the ideas, customs, skills, Identity is “ how people understand
must be communicate by the same arts, and tools that characterize a given their relationship to the outside world,
language. Language is part of study in group of people in a given period of how that relationship constructed
psychology, and language is a tool for time. across time and space, and how people
communication. understand their possibilities for the
future “ (Norton 1997, p.410)
Defining Culture
Culture is a way of life. Culture is a dynamic system
of rules, explicit and implicit, established by groups
in order to ensure their survival, involving, attitudes,
values, beliefs, norms, and behaviors, shared by a
group but harbored differently by each specific unit
within the group, communicated across generations,
relatively stable but with the potential to change
across time (Matsumoto, 2000, p.24)
✰✰✰✰
Cultural Parameters
Research from various decades has combined to produce the following cultural aspects (Hall, 1966; Triandis, 1972;
Hofstede, 1986; Buckley, 2000; Carpenter, 2000; Matsumoto, 2000; Matsumoto & Juang, 2013):
● Individualism vs collectivism: individualist vs collectivist cultures and society

● Power distance/status differentiation: large vs small power distance
● Uncertainty avoidance: strong vs weak uncertainty avoidance
● Gender role differentiation: specific vs overlapping social roles for sexes
● Action focus: doing vs being
● Space distance: public space vs private culture
● Time orientation: fixed time vs fluid time culture
● Tightness: tight vs loose culture
Stereotypes
Stereotype: An overgeneralized, oversimplified view or caricature of another
culture or a person from the culture, as perceived through the lens of one’s own
culture.
Example:
- Japanese are inscrutable, eat raw fish, and read anime and manga.
- Indians eat spicy curry and wear turbans.
Within countries, stereotypes are the source of both amusement and disdain:
- New Yorkers are in your face, brusque, and drink Manischewitz wine.
- Californians are wishy-washy, sit in hot tubs, and drink white wine.
Language, Thought, and Culture
 Framing Our Conceptual Universe
Framing: Conceptualizing the universe around us with linguistic symbols that shape the
way people think through words, phrases, and other verbal associations.
 Linguistic Relativity
The claim that one’s language determines and shapes the way one thinks, perceives, and
feels within the culture of the speech community.
Language, Thought, and Culture
Communities of Practice
 Communities of Practice (CoP): a group of people who share a common interest in a particular
domain, characterized by mutual engagement, joint enterprise, and shared repertoire
Three characteristics of CoP were posited:
● Mutual engagement: Learners build collaborative relationships that bind them together as a social
entity.
● Joint enterprise: Learner (and teacher) negotiate an understanding of what binds them together as a
community.
● Shared repertoire: The community produces a set of commonly used resources and practices.
(Situated learning) within communities of practice, pedagogy that is tailored for a particular group of
learners in a particular context.
Examples of CoP : Language learning forum, language classes at university, etc
Identity and Language Learning
Identity and language learning are intertwined aspects of the

language acquisition process. By recognizing and embracing one's
identity, learners can enhance their language proficiency,
intercultural competence, and personal growth. Educators and
language learners must work together to address challenges,
promote inclusivity, and harness the power of identity for
successful language learning experiences.
Historical Landmarks in Cross Cultural Research
Acculturation and Culture Shock
 Acculturation: The process of adjusting and adapting to a new culture, usually

when one is living in the new culture, and often with the resultant creation of a new
cultural identity.
 Culture shock: In the process of acculturation, phenomena involving mild

irritability, depression, anger, or possibly deep psychological crisis due to the
foreignness of the new cultural milieu.
Culture shock as the second of four successive stages of culture acquisition:
1. An initial period of excitement and euphoria over the newness of the

surrounding.
2. Culture stress or culture shock, erosion of self-esteem and security.
3. Gradual/ tentative/ vacillating recovery, adjustment to new ways of thinking,
feeling, and acting.
4. A final stage of adaption, acceptance of a new identity.
Social Distance
 Social distance: refers to the cognitive and affective proximity and relative
dissimilarity between two cultures that come into contact within an individual.
According to Schumann, the greater the social distance between two cultures, the greater
will be the difficulty the learner will have in learning the L2, and the smaller the social
distance, the better will be the L2 learning situation.
John Schumann (1976) described social distance as consisting of the several parameters:
1. Dominance, power relationships across two cultures

2. The extent to which integration into a second culture is possible
3. The congcruency of the two cultures in question
 Perceived social distance: the cognitive and affective proximity that one perceives, as
opposed to an objectively measured or “actual” distance between cultures
 Optimal distance model: the hypothesis that an adult who fails to master a second language
in a second culture may have failed to synchronize linguistic and cultural development
Social distance is applied for both adults and children, but it is more suitable for adults because
children do not hold much attitude towards the other cultures.
Attitudes
Attitude: a set of personal feelings, opinions, or biases about races, cultures, ethnic groups,
classes of people, and languages.
Attitudes develop during early childhood, and are the result of parents’ attitudes.
These attitudes form a part of one’s perception of self, of others, and of the culture in which one
is living.
John Oller and colleagues’ large-scale studies of the relationship between attitudes and
language success showed that L2 learners benefit from positive attitudes.
Ideology, Policy, and Politics
 Ideology is the body of assertions, beliefs, and aims that constitute a sociopolitical system within a
group, culture, or country.
 English as an International Lingua Franca

● Lingua Franca is a language which is used as a means of communication among people who
have no native language in common. The reason why English is the international lingua franca:
● Historical reason: English is still used institutionally because of the legacy of british or American
imperialism.
● Internal political reason: English provides a neutral means of communication between the
different ethnic groups of a country and may be seen as a symbol of national unity.
“Second” and “Foreign” Language
Acquisition
ESL and EFL terminology are thought to have created a world
view that being a ‘native speaker’ of English suggests an
unquestionable competence in the use and teaching of the
language as well as expertise in telling others how English should
be taught.
Native speakers competence does not necessarily exemplify the
idealized competence that was once claimed.
Linguistic Imperialism and
Language Rights
● A central issue in the linguistic imperialism debate in devaluing of
native language through the colonial spread of English.
● We must be aware that English as an International language is a two

edged sword that carries with it the danger of the imperialistic
destruction of a global ecology of language and cultures.
 Language Policy
● Language policy: the stated position of a government on the official or legal status of a
language(s) in a country, often including the role of a language in educational,
commercial, and political institutions
● English only: a political movement in the United States arguing for a language policy
that compels institutions to use English in ballots, driver’s regulations, education, etc., to
the exclusion of other languages”
Teaching Intercultural Competence
Intercultural Language Learning
Intercultural language learning is a transformative journey that

opens doors to understanding, connection, and personal growth.
By embracing the challenges and employing effective strategies,
we can bridge cultural gaps, vitalize our cognitive abilities, and
shape a more inclusive world for generations to come.
Thank you

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LANGUAGE, CULTURE, AND

● Individualism vs collectivism: individualist vs collectivist cultures and society

Three characteristics of CoP were posited:

Identity and language learning are intertwined aspects of the

Acculturation and Culture Shock

 Acculturation: The process of adjusting and adapting to a new culture, usually

 Culture shock: In the process of acculturation, phenomena involving mild

1. An initial period of excitement and euphoria over the newness of the

1. Dominance, power relationships across two cultures

 English as an International Lingua Franca

● We must be aware that English as an International language is a two

Intercultural language learning is a transformative journey that

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