Abstract
Learning takes place, and is reaffirmed, through social events when referring to Second Language Acquisition (SLA), and from the perspective of the Sociocultural Theory (SCT) (Cook, 2008). From an SCT perspective, SLA is altered by the complexities of the Second-language Learner’s (SLL) environment (Vygotski, 1978). In addition, Bandura’s (1977) social persuasion theory asserts that having a knowledgeable and ethical mentor can significantly influence the person’s self-efficacy by providing mastery experiences. Bandura (1982) emphasizes that self-efficacy influences their functioning cognitively, motivationally, emotionally, and in their decision making process. In addition, self-efficacy is perceived to accelerate the process of adapting to a new environment while learners adopt new cultures and consent to norms and expectations. In our exploration, SLLs from collectivistic societies advance academically—learning English as a second language included—within the frame of SCT, since they are motivated by their culturally-induced sense of obligation to honor their parents and other group members. These SLLs are positively influenced by their prior experiences with the group’s perceptions and expectations of their capability to learn an additional language (Bandura & Schunk, 1981; Schunk, 1991). In this study, we explore whether or not this outcome is enhanced by the self-efficacy and self-reliance generated by prior successes in challenging tasks that may have been mandated by the SLL’s elders. Additionally, we explore whether SLLs succeed in accomplishing more challenging goals when they observe their families’ values and traditions even when they are in societies that enforce individualistic values.
Presenters
Carlos ParraChair, Department of World Languages, La Sierra University, United States Nanci Geriguis Mina
ESL Director, World Languages, La Sierra University, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Career Success, Identity, Mentorship, Multicultural Learning, Second Language Learners
