A Developmental Model Linguaculture Learning

Abstract

This chapter introduces the Developmental Model of Linguaculture Learning. The starting assumptions of the model are described, including the idea that language and culture learning is an adaptive process that can be either surface or deep. Linguaculture learning is described as demanding, deep, and complex. The developmental levels of the DMLL are described in terms of dynamic skill theory , which describes how skills emerge at higher and higher levels of complexity. The DMLL proposes that as learners develop increasing cognitive complexity and mastery that their experience of learning changes. The DMLL is said to provide a developmental roadmap for both learners and educators. The DMLL sees the goal of both language and culture learning as increased intuitive understanding of linguistic and cultural patterns, and ultimately to increasing creative mastery-the ability to express oneself in new linguistic and cultural contexts. 10.1 The Developmental Model of Linguaculture Learning The DMLL provides a pedagogical framework for thinking about the relationship between language and culture learning. As discussed elsewhere, language and culture learning are often conceptualized separately-language learning as acquiring knowledge and skills, with cultural learning discussed in terms of advanced perception or cognition. This assumption encourages separate mental frameworks for educators when planning pedagogy, and an assumption that one must be set aside to focus on the other. The DMLL proposes, instead, that language learning and cultural learning are two interrelated parts of a larger whole-linguaculture learning. The DMLL is not a detailed description of the cognitive processes involved in language and culture learning. It isn't intended to replace existing approaches to second language acquisition research or intercultural education theorizing. Rather, the DMLL acts as a simple conceptual framework that helps educators think of language and culture learning in a more unified way. It is a set of conceptual tools that act as a starting point for more unified pedagogy. Previous chapters have presented the conceptual building blocks of the DMLL. This chapter weaves these together in a more formalized way, by clarifying the starting assumptions of the DMLL, defining key