Social Distance
1. Social Dominance. Whose social group is more dominant?
In this case I'd say that there no clear dominance between the groups, Gina knows the work of the teacher. We would work as equals in order to achieve the goals which is learning spanish.
2. Integration Pattern. How much do learners integrate, or do they do most things apart from the mainstream?
They can integrate the spanish speaking culture in a good way, nowadays spanish speaking culture is everywhere in the U.S. It also depends in the motivation of our students.
3. Enclosure. To what extent does learner's group have their own resources for interaction, such as church, publications, clubs?
Learners in this case have a close relation with Spanish speaking culture, U.S.A has a lot of spanish speakers and different parts of the culture are also accesible for learners (Music, Food and traditions) they can find opportunities to use the language in context in many places.
4. Size. How large is the group?
There is no information about the size of the group.
5. Cohesiveness. How much does the group "stick together"?
There is no information.
6. Cultural Congruence. How are the cultural patterns and customs of the home culture and the target culture alike or different?
There are similarities and differences but I think that the U.S is living a proccess of multiculturalism in which several cultures are living together so there's no barriers between different languages.
7. Attitude. What attitudes do the home and target cultural groups have toward one another?
I think there is a respectful attitude between cultures, understanding differences with tolerance.
8. Intended lenght of residence. How long does the learner intend to stay in the new country?
No information about this.
Psychological Distance
1. Motivation. Does the learner want to learn the new language?
She is eager to learn the language. Gina is always saying how much she wants to learn spanish. I don't know about the rest.
2. Attitude. How does the learner feel toward the target-culture group?
I think Gina has a positive attitude toward the spanish speaking culture.
3. Culture Shock. Is the learner suffering culture shock
There is no cultural schock for this group, they are all in their country. The relation with the target culture is limited.
1. Social Dominance. Whose social group is more dominant?
In this case I'd say that there no clear dominance between the groups, Gina knows the work of the teacher. We would work as equals in order to achieve the goals which is learning spanish.
2. Integration Pattern. How much do learners integrate, or do they do most things apart from the mainstream?
They can integrate the spanish speaking culture in a good way, nowadays spanish speaking culture is everywhere in the U.S. It also depends in the motivation of our students.
3. Enclosure. To what extent does learner's group have their own resources for interaction, such as church, publications, clubs?
Learners in this case have a close relation with Spanish speaking culture, U.S.A has a lot of spanish speakers and different parts of the culture are also accesible for learners (Music, Food and traditions) they can find opportunities to use the language in context in many places.
4. Size. How large is the group?
There is no information about the size of the group.
5. Cohesiveness. How much does the group "stick together"?
There is no information.
6. Cultural Congruence. How are the cultural patterns and customs of the home culture and the target culture alike or different?
There are similarities and differences but I think that the U.S is living a proccess of multiculturalism in which several cultures are living together so there's no barriers between different languages.
7. Attitude. What attitudes do the home and target cultural groups have toward one another?
I think there is a respectful attitude between cultures, understanding differences with tolerance.
8. Intended lenght of residence. How long does the learner intend to stay in the new country?
No information about this.
Psychological Distance
1. Motivation. Does the learner want to learn the new language?
She is eager to learn the language. Gina is always saying how much she wants to learn spanish. I don't know about the rest.
2. Attitude. How does the learner feel toward the target-culture group?
I think Gina has a positive attitude toward the spanish speaking culture.
3. Culture Shock. Is the learner suffering culture shock
There is no cultural schock for this group, they are all in their country. The relation with the target culture is limited.
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