MACROSOCIAL CONTEXTS OF

SECOND LANGUAGE ACQUISITION

ARRANNGED BY :
NURAIDA (1988203005)
INTRODUCTION
When we talk about what is being acquired in the SLA, it
is not enough to just talk about the language itself. We
must also include the social and cultural knowledge
embedded in the language being learned that is required
for appropriate language use.

It is important to involve learners in understanding their

own and others' roles as members of groups or
communities with sociopolitical as well as linguistic
bounds. One of the contexts that affect language learning
is the macrosocial context that focuses on relates SLA to
broader cultural, political, and educational environments.
GLOBAL AND NATIONAL STATUS
L1 AND L2

 Languages bring national unity.

 Learning a L2 helps in political situations (to
conquest).
 Global languages are important in many
countries to stretch relations between
nations in terms of technology and economy.
BOUNDARIES AND IDENTITIES

 The country tries to apply the dominant

language when there are colonies that lead
an specific territory.
 Crossing a linguistic boundary is choosing to
be part of a whole culture.
 Motivation is influenced by the culture and
the linguistic part of a dominant society.
INSTITUTIONAL FORCES AND
CONTRAINTS
 Institutions have the power of which
language has to be use in specific cases Ex:
Political meetings.
 The law and social services only works with
the dominant language(discrimination).
 Minority language speakers have few
opportunities in education because they
need quality and quantity in language to go
to higher education.
SOCIAL CATEGORIES
 People is placed in different groups
according to their age, education, sex,
ethnicity, etc.
 L2 learners can be placed according to their
different perceptions, learning conditions etc.
 There are also other factors as religion and
cultural background.
CIRCUMSTANCE OF LEARNING

 Learning has a whole cultural background

(where did the children born, grown) and that
makes their first experiences.
 There are also the informal (interaction with
speakers of other language) vrs formal
(learning in schools with a package of a
cultural background: needs, beliefs).