Understanding cross cultural adjustment and acculturation theories
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The document discusses theories of cross-cultural adjustment and acculturation. It describes Berry's Acculturation Model which outlines four acculturation strategies based on whether individuals retain their original culture or accept the host culture: integration, assimilation, separation, and marginalization. It also discusses Bourdieu's Social Field Theory and the concepts of habitus, field, and different types of capital. According to this theory, one's habitus must adapt when entering a new social field. Language institutions can help migrant students' habitus adjust to new fields, enabling them to acquire capital through integrative acculturation strategies and living in supportive host environments.
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Understanding cross cultural adjustment and acculturation theories
- 1. Understanding cross-cultural adjustment and acculturation theories Lee Hawkes 8 March 2014
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- 5. Berry’s Acculturation Model (1997, 2005) Psychology Bourdiesian Social Field Theory (1984) Sociology
- 6. Berry’s Acculturation Model 1. Do I want to maintain my original cultural identity? 2. Do I want to have relations with the host culture around me?
- 7. Berry’s Acculturation Model Assimilation Integration Marginalisation Separation Reject Home Culture Retain Home Culture Accept Host Culture Reject Host Culture
- 8. Berry’s Acculturation Model Assimilation Integration Marginalisation Separation Reject Home Culture Retain Home Culture Accept Host Culture Reject Host Culture
- 9. Berry’s Acculturation Model Assimilation Integration Marginalisation Separation Reject Home Culture Retain Home Culture Accept Host Culture Reject Host Culture
- 10. Berry’s Acculturation Model Assimilation Integration Marginalisation Separation Reject Home Culture Retain Home Culture Accept Host Culture Reject Host Culture
- 11. Berry’s Acculturation Model Assimilation Integration Marginalisation Separation Reject Home Culture Retain Home Culture Accept Host Culture Reject Host Culture
- 12. Berry’s Acculturation Model Assimilation Integration Marginalisation Separation Reject Home Culture Retain Home Culture Accept Host Culture Reject Host Culture
- 13. Berry’s Acculturation Model Assimilation Integration Separation Marginalisation Reject Home Culture Retain Home Culture Accept Host Culture Reject Host Culture CMA Model: (Piontkowski, Rohmann & Florack; 2002)
- 15. Berry’s Acculturation Model Reject Home Culture Retain Home Culture Accept Host Culture Reject Host Culture Integration Separation Assimilation Marginalisation
- 16. Field(s): Professional Academic (Thomson, 2008) Capital: Economic Symbolic Cultural Social (Moore, 2008) Habitus: (Maton, 2008) Bourdieu: Social Field Theory
- 17. Bourdieu: Social Field Theory
- 18. Bourdieu: Social Field Theory Habitus: “a socially inculcated disposition to perceive, judge, speak, or act…” (Collins & Blot, 2003:73)
- 19. Bourdieu: Social Field Theory Habitus: On entering a new field, the habitus will need to change or adapt
- 20. Bourdieu: Social Field Theory Habitus Field ‘Acculturation’ (Berry, 1997) Language & Communication
- 21. Language teaching institutions are in a position to enable migrant students’ habitus to re-tune themselves to the new social fields that they find themselves in, thus better enabling them to acquire capital. This process is enabled and catalysed by students pursuing integrative strategies, and by living in host-culture environments which themselves support integration.
- 22. Conclusions: What are these theories good for? What are their limitations?
Editor's Notes
- When Mr Orange, from orange-land, goes to blue-land, then at least at first he’s going to interpret the behaviour and Saussurian signifiers of the host community through an orange lens. A lot of the time this isn’t a problem – a punch in the face means that same thing pretty much everywhere, regardless of which culture you have, but a lot of the time this has the potential to cause confusion, misinterpretation and misunderstanding.
- So what? Well, first of all I think we need to know how our students are doing in terms of intrepreting their sociocultural surroundings here. What do they make of it all? How can we encourage, assist and catalyse successful acculturation? This is no small thing, with no easy quick-fix answers.