Ethnic Identity and Acculturation of English as Second Language Learners: Implications for School Counselors

Abstract

Identity is a crucial part of an individual's self-concept as defined by Tajfel (1981) and thus influenced by theoretical areas of: (a) racial identity; (b) ego identity; and (c) ethnic identity. According to Lee (2001) significant increases in multicultural populations have given importance to understanding commonalties and differences of racial and ethnic groups. Several research studies (Phinney, 1990, 1992; Pugh & Hart, 1999) have examined role of ethnic identity, which pertains to sense of belonging to an ethnic group and thoughts associated with that particular ethnic group (Rotherman & Phinney, 1987). Acculturation and ethnic identity have been argued to have reciprocal relationships and are associated with immigrant people transitioning to a new society. Van de Vijver and Phalet (2004) indicate that in recent times there have been significant changes in population migration and labor mobility that have forced people to move to countries than their place of origin. The immigration process is often an arduous and difficult one, which brings division from recognizable cultural and social institutions. According to Gibson (2001) acculturation can be defined as the process of cultural change and adaptation that occurs when individuals from different cultures come into contact with each other (p. 19). As noted in Phinney, Horenczyck, Liebkind, and Vedder (2001) acculturation is a process of adaptation along two important dimensions: (a) adoption of ideals, values, and behaviors of receiving culture, and (b) retention of values, ideals and beliefs from immigrant person's country of origin. Berry (2001) found that two central issues of acculturation are (a) degree to which individuals have contact outside their group and (b) to degree which individuals want to give up or maintain their cultural attributes. Furthermore, he suggests that there is a mutual relationship of exchange between majority and minority cultures and outlines four acculturation strategies. The strategies are (a) integration, representing an interest in maintaining one's heritage culture and being involved with cultures, (b) assimilation, representing desired involvement with cultures, not with heritage culture, (c) separation, representing only desired involvement with one's heritage culture, and (d) marginalization, representing rejection of both cultures (Berry, 2001). The focal point is process of acculturation for English as Second Language students whose primary residence is a foreign country. English as a Second Language Students There has been momentous growth in United States of students whose primary mode of communication is not English language. According to U.S. Census Bureau (2000), there is significant population growth of English as second language learners in public schools nationwide. According to Berliner and Biddle (1997) by year 2020, U.S. demographic projections estimate that only 50 percent of school-age children will be of European-American descent. In addition, Branigin (1996) indicates that by year 2030, language minority students will represent 40 percent of students in U.S. schools. By year 2050, total U.S. population will have doubled from its present levels, with approximately one-third of increase attributed to immigration. Vaughn, et al (2006) found that English language learners are fastest growing group in U.S. public schools and Spanish speaking students represent highest number of ESL students. The U.S. Department of Education (2002) indicates that there are four million students with limited English proficiency and nearly 80 percent identifying as Latino and another 20 percent representing languages. In addition, ESL students account for 10.5 percent of population in U.S. elementary schools. As a result, teachers, administrators, and school counselors face challenges and obstacles addressing specified needs ESL students face in school environment. …