This paper argues that instruction can play a significant role in second language acquisition (SLA) and that the acculturation process can, to some extent, take place in the second language classroom as well as the naturalistic setting. J. H. Schumann's acculturation model of SLA contends that learners will succeed in SLA only to the extent they acculturate into the group that speaks the target language natively. Schumann separates instruction from acculturation, and claims that instruction is a minor variable in the SLA process compared to acculturation. Despite Schumann's assertions, it is argued that a responsive teacher can do much to alleviate psychological and sociological distance factors between the students and the target culture, and responsive teaching may increase learner receptivity to the target language. The paper also examines the classroom implications of the acculturation model. (Contains 35 references.) (MDM)