Ethnic Group Affiliation and Second Language Acquisition

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Sarah Franklin and Dr. Wendy Baker-Smemoe, Department of Linguistics and English Language

Over the past forty years a significant amount of research has explored how to improve second language (L2) acquisition, most of which has examined factors that influence this ability. Little research, however, has examined how ethnic group affiliation (defined as how closely you feel attached to your native culture and language) affects this learning, especially in bilingual communities. It is hoped that the current research will not only help in understanding the many factors that influence L2 acquisition, but may also demonstrate how ethnic group affiliation can be used to preserve endangered languages throughout the world.

Several factors have been shown to influence second language (L2) acquisition, including classroom techniques (Cárdenas-Hagan, Carlson, and Pollard-Durodola, 2007), age of acquisition (Pakulak and Neville, 2010), immersion (Linck, Kroll, and Sunderman, 2009), among others.

However, there has been significantly less research investigating the relationship of a learners’ attitude towards their native culture and language, often called Ethnic Group Affiliation (EGA), and the ability to learn an L2. The little research that has been done suggests that an increased affiliation with one’s native culture can cause a lower level of proficiency in a second language (Hineoya & Gatbonton, 2000). Gatbonton, Trofimovich, and Magid (2005), for example, found that native French and Chinese speakers learning English in Canada preferred to keep at least some foreign accent in their native language to preserve cultural affiliation with their native language group. Trofimovich and Gatbonton (2008) confirmed these results and suggested that EGA had a profound influence on learning sounds (pronunciation) in a second language. This study seeks to determine if EGA does or does not affect L2 acquisition; however, this study examines L2 acquisition as it correlates to EGA associated to the L2.

For this research I traveled to Paraguay and measured the proficiency of Spanish and Guarani among native Paraguayans. I also measured their EGA of their native Paraguayan culture due to the fact that both languages, Spanish and Guarani, are associated with that culture. The most difficult challenges that arose during the time of my research were time constraints. I was only in Paraguay for three weeks and during that time I contracted dengue fever; however, I was able to find a sufficient number of participants and found very interesting and statistically sound results.

My data demonstrates data that Ethnic Group Affiliation does have a significant effect on second language acquisition. It was the only variable that proved a statistically significant effect related to Guarani proficiency. The only factor that increased Paraguayans ability to speak Guarani was their pride in being Paraguayan. This gives incredible implications for linguists working in language preservation. The analyses demonstrate that by increasing the EGA of a group of people they can work to preserve the dying language of that group of people. The data also imply that EGA can be facilitated for L2 learning and can be used as an effective tool for L2 teaching.

Because this is the first study that has shown a direct correlation of Ethnic Group Affiliation and second language acquisition there is a great need for more work to be done to verify this effect. This research should follow my same methodology, as I have also patterned my research after Dr. Gatbonton’s methodology. Dr. Gatbonton has demonstrated the opposite correlation as it relates the EGA of a distinct language with L2 learning (Gatbonton, Trofimovich, & Magid 2005, Gatbonton & Hinenoya 2000, Gatbonton & Trofimovich 2008), but this research demonstrates a need for linguist to do more studies on how increasing EGA related to a language can actually be used to increase L2 learning for that language. It demonstrates that to effectively teach a second language it is important to teach not only teach about that culture but instill an affiliation of that culture so to facilitate language learning.

References

  • Gatbonton E, Trofimovich P. 2008. The Ethnic Group Affiliation and L2 Proficiency Link: Empirical Evidence. Language Awareness. 17: 229-248.
  • Gatbonton E, Trofimovich P, Magid M. 2005. Learners’ Ethnic Group Affiliation and L2 Pronunciation Accuracy: A Sociolinguistic Investigation. Tesol Quarterly. 39:489-511.
  • Gatbonton E, Hinenoya K. 2000. Ethnocentrism, Cultural Traits, Beliefs, and English Proficiency: A Japanese Sample. The Modern Language Journal. 84:225-240.