Final answer:
Members of minority groups who see their language as having low vitality are more likely to learn the dominant language. This is due to societal and cultural influences on language learning perceptions and the desire to improve socioeconomic standing.
Step-by-step explanation:
Members of minority groups who perceive that the vitality of their group’s language is low are more likely to learn the dominant group’s language than members of a minority group who perceive that the vitality of their group’s language is high. This theory suggests that learning a new language depends on societal and cultural factors, specifically the perceived utility or necessity of the language in question. When members of minority groups feel that their language lacks vitality or opportunities within their society, they may see greater value in learning the language of the dominant group to improve their socioeconomic prospects and maintain cultural relevance.
Likewise, ethnic identity and perceived ethnic vitality can play a significant role in political and social behaviors, such as voting patterns, engagement with government, and responses to government policies. In scenarios where ethnic groups feel marginalized or unrecognized, they may engage in different socioeconomic activities, such as language acquisition, to assert their presence or to adapt to the dominant culture. This is contrasting to the situation for majority ethnic groups where their ethnic identity often aligns with the status quo and the dominant political and social systems.