2. The Impact of Culture on SLA*

The current debate, outlined by Professor Ellis in this Journal, is very much in the fore. We would add consistent to Minsheng Li, Huw Jarvis and Sirin Atsalarat, Paul Robertson and Phyllis Chew (as she has expressed in many forums) that there are a number of particular and distinctive language learning realities that require that the cultural and local contexts be also brought to the forefront in examining key issues of instruction.
While not arguing against the view that culture has an impact on L2 acquisition, Mangubhai (1997) takes what might seem as a counterpoint when he argues that culture should not be conflated to a major factor in the individual differences that impact L2 learning. Alistair Sharp (2004) in his contribution also does not let us forget about the diversity of personality types in classrooms in the region. All this is in line with mainstay theorists such as Krashen (1982), Gardner (1988), Oxford (1990) and Ellis (1994) who do not embellish the impact of culture.

However, second language acquisition as a subject is relatively young and developing field. We submit that over the next decade this topic will become the dominant focus on SLA theories and may underpin notion of language learning in some Second Language zones. While the main debates in EFL, at least globally, at this stage may still reside at the approach and methods level (which David Nunan indicates need not be), it would seem that there is an increasing wish in Asian based English education conferences and even ELT journals to more and more examine the impact of context including the cultural dimension.

Required Reading. (can be found on-line or in the hard cover books you have purchased)

Phan Le Ha. (2005) Toward a Critical Notion of Appropriation of English as an International Language, Asian EFL Journal, Volume 7, Issue 3.
http://www.asian-efl-journal.com/September_05_plh.php
Liang, G., & Han, J. (2005). A Contrastive Study on Disagreement Strategies for Politeness between American English & Mandarin Chinese. Asian EFL Journal, Volume 7, Issue 1.
http://www.asian-efl-journal.com/march_05_lghj.php
Yu, G. (2004). Perception, Practice and Progress
- Significance of scaffolding and zone of proximal development for second or foreign language teachers. Asian EFL Journal, Volume 6, Issue 4.
http://www.asian-efl-journal.com/december_04_GY.php
Dash, P. (2004). Cross-Cultural Pragmatic Failure: A Definitional Analysis with Implications for Classroom Teaching. The Asian EFL Journal, Volume 6, Issue 3.
http://www.asian-efl-journal.com/september_04_pd.php
Sharp, A. (2004). Language learning and awareness of personality type in Chinese settings. The Asian EFL Journal, Volume 6, Issue 2.
http://www.asian-efl-journal.com/june_04_as.php

Suggested Reading

Wang, L. (2004). A Study on Cross-cultural Barriers in Reading of English. The Asian EFL Journal, Volume 6, Issue 2.
http://www.asian-efl-journal.com/june_04_wl.php
Li, M. (2004). Culture and Classroom Communication: A Case Study of Asian Students in New Zealand Language Schools, The Asian EFL Journal, Volume 6, Issue 1.
http://www.asian-efl-journal.com/04_ml.php
Robertson, P. (2002). The Pervading Influence of Neo- Confucianism on the Korean Education System. The Asian EFL Journal, Volume 4, Issue 2.
http://www.asian-efl-journal.com/june2002.conf.php

Module Statement of Purpose:The Impact of Culture on SLA
To highlight the diversity in the debate as to the role of Culture in SLA. To give the student a critical awareness that teaching a second language is not dome in a vacuum of theory, an that cultures are diverse and unique, and may have to be considered at the forefront of any language training program.

Module Description: The Impact of Culture on SLA
The two sides of the debate are presented through the course work. This module is designed to provoke debate and thought into a developing area of SLA theory. Traditional theorists dismiss the role of culture, while Neo-theorists living in the SLA culture argue persuasively to the contrary.

Module Goals: The Impact of Culture on SLA
To place the teacher at the forefront of the debate - to make the teacher critically aware of the role of culture - and that it may or may not feature significantly in their teaching.

Instructional Methods: Second language Acquisition
1. Students will read numerous academic articles by world leading authorities and critically examine and compare articles.
2. Materials have been prepared by world acclaimed authors - these form the basis of the course. Students are encouraged to source widely - for whilst one article may be applicable to one SLA zone, it may not be relevant to another.
3. Students will be able to go to the Forums and raise and argue points of view
4. Assessment is based on written work assessed by our Editorial group.

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