Gina's social and psychological distance to Spanish language, culture and speakers

Considering the theory of Schumann

Social distance: Whose social groups is more dominant?
-I think that Gina is involved in a dominant group of English Native Speakers, but she has the possibility to share thoughts and ideas with Spanish native speakers.

Integration pattern: How much do learners integrate, or do they do most things apart from the mainstream?
- Gina shares most of the time with american people, but she looks ready to learn with Spanish native speakers.

Enclosure: To what extend does the learner's group have their own resources for interaction, such as church, publications, clubs?
-

Size: How large is the group?
- ...

Cohesiveness: How much does the group "stick together"?
- ...

Cultural congruence: How are the cultural patterns and customs of the home cultural and the target culture alike or different?
- Culture are different in some way, but similar in other ones. I think this would not be a big issue for teaching and learning Spanish, because the ways of teaching are similar.

Attitude: What attitudes do the home and target cultural groups have toward one another?
- Gina has good attitudes to the culture that use the language she wants to learn. Good relationships between chilean studends have been established.

Intended length of residence: How long does the learner intended to stay in the new country?
- She is in US.
Native language: English.
Target language: Spanish (Language spoken in Chile)

Psychological Distance

Motivation: Does the learner want to learn the new language?
- Yes. She really wants to learn, and the goal is to learn Spanish before the students live US in december

Attitude: How does the learner feel toward the target-culture group?
- As I said before, good relationships between Gina and the Spanish native speakers.

Culture shock: Is the learner suffering culture shock?
- I do not know