• Roger W. Andersen

    1. University of California, Los Angeles
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    • On leave from the University of Puerto Rico, Humacao.

    • I am grateful to John Schumann for providing the original framework that this paper is based on and for much stimulating discussion on the nature of language acquisition. I have also profited from discussion of some of the concepts treated here during the discussion of Andersen, to appear, at the 1979 TESOL Convention and from papers and discussion at the 1979 Conference on Theoretical Orientations in Creole Studies. I also wish to thank Russell Campbell and Evelyn Hatch for their thought-provoking questions and J. Donald Bowen, Marianne Celce-Murcia, S. Pit Corder, and Gillian Sankoff, who read and commented on an earlier draft of this paper. I alone am responsible for any errors or inadequacies in the paper.

  • This is a revised and expanded version of a paper read October 8, 1978, at the Second Annual La Angeles Second Language Research Forum.


Schumann (1978b), in addressing criticism of his Pidginization Hypothesis for second language acquisition, elaborates further on the relationship between pidginization-creoluation-decreolization and second language acquisition and revises and improves on his model. I propose a further revision and expansion of Schumann's model that distinguishes socio-cultural aspects of the pidginization cycle from the acquisitional processes of pidgmization, creolization and decrolization and that relates a wider range of language acquisition phenomena to each other. This expanded version of Schumann's model puts creolization back into the model and also adds depidgnization and first language acquisition to it Pidginization/depidginization, creolization/decreolization and first and second language acquisition are herein considered related acquisitional phenomena which develop under different circumstances as specific instances of the more general co-occuring but opposing processes of nativization and denativization.