Brown   SESSION VI<BR>[Notes on Reading: <BR><BR>SOCIO-CULTURAL FACTORS
{Cont. from Chp. 7]<BR><BR>&nbsp; D.&nbsp; Acculturation
(169-73)<BR>&nbsp;&nbsp; 1.&nbsp; Identity / Ego<BR>&nbsp;&nbsp;&nbsp;
a.&nbsp; Possible acquisition of second identity<BR>&nbsp;&nbsp;&nbsp;
b.&nbsp; need to understand dimensions - 3<BR>&nbsp;&nbsp;&nbsp;&nbsp; (In
re Guiora - Language ego)<BR>&nbsp;&nbsp; 2.&nbsp; Complexity of
acculturation (List factors:  169-70)<BR>&nbsp;&nbsp;&nbsp; (Especially in
re language.<BR>&nbsp;&nbsp;&nbsp; a.&nbsp; Culture shock as psychological
panic<BR>&nbsp;&nbsp;&nbsp;&nbsp; 1)&nbsp; Feelings&nbsp;&nbsp; 2)&nbsp;
Realization:  DIFFERENCE!!<BR>&nbsp;&nbsp;&nbsp;&nbsp; 3)&nbsp;
Anxiety&nbsp;&nbsp; 	4)&nbsp; Disorientation<BR>&nbsp;&nbsp;&nbsp;
b.&nbsp; Stages of cultural shock - (171)<BR>&nbsp;&nbsp;&nbsp; c.&nbsp;
Anomie (Lambert, 1967):<BR>&nbsp;&nbsp;&nbsp; Social uncertainty or
dissatisfaction due to<BR>&nbsp;&nbsp;&nbsp;&nbsp; 1)&nbsp; loss of ties
to L1<BR>&nbsp;&nbsp;&nbsp;&nbsp; 2)&nbsp; possible symptoms of 3rd. stage
of acculturation<BR>&nbsp;&nbsp;&nbsp;&nbsp;
homelessness<BR>&nbsp;&nbsp;&nbsp;&nbsp; 3)&nbsp; strongest as L2 mastery
grows [Explanation?]<BR>&nbsp;&nbsp;&nbsp;&nbsp; ..."thinking" in
L2<BR>&nbsp;&nbsp;&nbsp;&nbsp; 4)&nbsp; Reversion to L1 common in
meaningful use situations<BR>&nbsp;&nbsp;&nbsp; d.&nbsp; L2 / C2 learning
as "schizophrenic." (Clarke, 1976)<BR>&nbsp;&nbsp;&nbsp;&nbsp; Double bind
[Explanation] & relationship<BR>&nbsp;&nbsp;&nbsp; e.&nbsp; Culture shock
as beneficial (173)<BR><BR>&nbsp; E.&nbsp; Culture in the
Classroom<BR><BR>&nbsp;&nbsp; 3.&nbsp; Advantages / Limitations<BR>&nbsp;
B.&nbsp; Literature based Curriculum<BR>&nbsp; C.&nbsp; Writing
Workshop<BR>&nbsp; D.&nbsp; Academic Reading and Writing<BR><BR>David
W.Gurney, Ph. D.<BR>TSL 5345<BR>Fall 1997</FONT>