In the United States of America, only 20 percent of its students take bilingual classes in comparison to countries in the European Union such as Luxemburg, the Netherlands, and Sweden where more than 90 percent of their students participate in bilingual education. The United States is a powerhouse in economy and technology, with these qualities the question is why Americans have such a lower percentage of bilinguals. This research analyzes the impact of cultural identity, social factors, and the effect on the attitude and motivation toward a second language. Utilizing the quantitative exploratory method, which consists of the approval or refusal of hypotheses. Hypotheses were verified using statistical calculations on responses from people, Latins, and Americans older than 21 years old that live in the northern part of the State of Georgia. In the northern part of Georgia, the inhabitants learn a second language by acquiring linguistics skills through a variety of languages offered by the educational system since elementary school. However, besides the variety of languages offered, government incentives, and the time invested in the learning process, the levels of bilingualism are low that even reach extreme levels as a fossilization of the second language skills, marginalizing the linguistic abilities acquired. Identifying the elements that create these conditions is essential to adopt a more efficient and effective learning process resulting in a significant increment in American bilingualism levels. At the same time and to improve the validity of the results obtained via surveys the research will use the PLS-MGA, a second-generation application for statistical analysis applied in multi groups environments. Also, the investigation opens the door to further investigations to modify social behaviors using culture and social distance as factors in the process.

bilingualism, social distance, cultural identity, perception, attitude, and motivation